Research On Teaching Design Of High School Biology Unit Based On Big Concepts

"The ordinary high school biology curriculum standard(2017 edition,revised in 2020)," will "content focus on concept," as one of the basic concept of curriculum,essentially from the biology science attribute level proposed the basic teaching of biology teaching strategy,that is,from the formation of the concept of logic,and biology inquiry,cultivate the students’ subject core literacy Land-born students develop core literacy.Based on a large number of literatures and interviews with teachers,it is found that it is necessary,feasible and developable to implement unit teaching based on big concepts.therefore,under the guidance of core curriculum concept and biology discipline accomplishment,comprehensive PCK(Pedagogical Content Knowledge)theory,constructivism theory,learning the advanced theory,analyzed the science concept learning the law of cognition,Put forward on the basis of the concept of large unit,based on the study of advanced high school biology teaching level of the teaching mode,starting from the concept of teaching,developing unit teaching design line,puts forward the strategy of unit teaching,in order to effectively implement subject core literacy training objectives,and references are provided for the application for the practice of unit teaching design.This paper takes "the integrity of cell structure" as the big concept in this unit teaching.Planning the teaching content from the unit level,establishing the core concept advancement point,organizing the specific teaching content,clarifying the concept to understand the development requirements,designing the unit teaching,and carrying out the teaching practice with the help of the practice school.Through action research method,unit teaching is carried out in experimental class,and quantitative feedback is given by classroom answer sheet and classroom activity record sheet to test the learning effect of students in class.The correct rate of the classroom answer sheet reflects the students’ level of immediate concept construction and concept transfer.The classroom activity record analyzes the students’ activity attitude,activity performance and activity effect.The core quality of biology shown by students in classroom activities further shows the efficiency and depth of unit teaching.The paper and pencil tests were used to compare the differences between the control class and the experimental class.The data were statistically processed by SPSS22.0 software package.Compared with the control class,the scores of the experimental class were significantly different(P <0.01 or P<0.05),indicating that the students in the experimental class were more successful in constructing and progressing concepts,showing the advantages of unit teaching.The results of classroom teaching practice and questionnaire survey show that unit teaching is an effective way to implement and cultivate the core literacy of subjects.Unit teaching based on big concepts is beneficial to students’ establishment of abstract concepts and life concepts after learning specific knowledge.The unit teaching based on the big concept can better develop students’ scientific thinking by applying various teaching strategies.Various forms of inquiry practice can cultivate students’ scientific inquiry ability;Incorporate social responsibility consciousness into unit teaching classroom can enhance students’ social responsibility.