Research On Teaching Case Design Of Junior High School Biology Knowledge Construction Based On Learning Advanced Point

Biology Curriculum Standards for Compulsory Education(2011)points out that the ultimate purpose of biology teaching is to improve the core literacy of all students in biology.It is one of important approaches to develop the literacy of students that lead them to actively participate in the teaching process and enable them to conduct meaning construction of knowledge and cultivate their key capabilities in teaching activities.Based on the arrangement of advanced points for learning,this study combines multiple teaching strategies to design teaching cases of knowledge construction,hoping to fully motivate the initiative of students in learning and improve teaching efficiency to achieve the goal to cultivate their core literacy in limited class teaching.Combining learning progression and knowledge construction,this paper takes the first volume of biology for seventh grade(PEP edition)as an example,puts forward design strategies of teaching cases based on advanced points for learning to lead students to establish the knowledge system,and shows relevant cases of teaching design to enrich teaching materials of knowledge construction in biology.On this basis,the study include three contents: explore design strategies of teaching cases on knowledge construction of biology for junior high schools based on advanced points for learning;based on those advanced points,design teaching cases to establish the knowledge system of students;carry put teaching practice of relevant teaching cases.It adopts literature review,case analysis and action research to search literature,analyze cases of teaching design,and put forward strategies and cases of design and implementation,through which it finally draws research conclusions.Based on literature reading,the paper understands the application of theories of learning progression and constructivism in practical teaching,after which it interprets the course standard and textbook,analyzes the teaching content of “The Role of Green Plants in the Biosphere”,selects the three core concepts of “transpiration”,“photosynthesis” and “plant respiration” as advanced variables,and respectively presupposes the performance of students in learning progression and determines advanced points for learning.In virtue of case analysis,the paper analyzes relevant cases of teaching design from the perspectives of learning progression and knowledge construction,puts forward strategies of situational,problem-driven and task-driven teaching,comprehensively applies those strategies centering on advanced points for learning,and conducts teaching design of knowledge construction based on those advanced points.Through action research,it practices the teaching design in the practice school,and tests the learning effect of students through in-class instant exercises and comprehensive tests.The correct rate of in-class exercises reflects the degree of students in instant knowledge construction and their level of knowledge application.The results show that after the implementation of knowledge construction teaching based on advanced points for learning,students can have a basic knowledge that green plants participate in the water cycle,produce organic matters,and maintain a carbon-oxygen balance,establish a relatively perfect system of knowledge of green plants at the biosphere level,achieve effective development in capabilities of observation and logic thinking,and preliminarily form the consciousness of protecting vegetation and respecting nature.The test scores reflect the comprehensive application of students on relevant knowledge of green plant in the biosphere.The results of statistics and analysis on those scores show that compared with the control class,the experimental class has a significant difference in the test results(p<0.05).Therefore,the teaching design of knowledge construction based on advanced points for learning has advantages in the aspects of students’ knowledge acquisition,capability cultivation,and the formation of emotions and attitudes in the biology teaching for junior high schools,which is favorable to cultivate their core literacy of biology.