The Practical Research On The Biology Concept Teaching In High School Based On Unit Teaching Design

With the promulgation of the "Ordinary High School Biology Curriculum Standards(2017 Edition)",the concept of focusing on the concept of the concept has made concept teaching a hot topic again.However,in the teaching process,teachers still pay attention to the design of single class.It is easy to ignore the systematic construction of students' knowledge framework.Based on this,taking the unit teaching design as a breakthrough point,we selected the Practitioner Edition compulsory three "Steady State and Environment" to practice,in order to improve the students' concept construction ability and change the teacher's concept teaching method.Under the premise of consulting a large number of documents,this study defines related concepts such as biological concept teaching and unit teaching design,summarizes the research status of unit teaching design at home and abroad,and establishes the theoretical basis of this research.Through a questionnaire survey of all high school biology teachers in a county,it is found that some teachers in the teaching design do not pay attention to the use of unit teaching design,do not follow the principle of teaching design,and do not grasp the links of instructional design etc.;Through a questionnaire survey of 118 students from two classes in the teaching school,combined with teacher interviews,we learned that students lacked the interest in learning concepts and unscientific methods of conceptual learning in the process of conceptual learning.We also indirectly learned that teachers do not pay attention to the design of concepts and neglect the subjectivity of students and other issues in conceptual teaching.In view of the above problems,this paper puts forward the strategy of high school biology concept teaching based on unit teaching design.In the process of practice,the content of the Practitioner Edition compulsory three "Steady State and Environment" has been integrated and analyzed.Taking the first unit "ecosystem" as an example,the unit teaching design has been compiled and the concept teaching has been carried out on the basis of the analysis of curriculum standards and textbook content.Through the practice of conceptual teaching based on unit teaching design,it is found to be helpful to students and teachers.The students' attitudes towards conceptuallearning have changed and their ability to construct concepts has been improved.The teachers' conceptual teaching methods have changed and their teaching design ability has been improved.At the same time,according to the problems in the process of practice,we should rethink and lay a foundation for further research and teaching in the future.