Practical Research On Cultiviting Students Life Concept By Big Concept Teaching

On March 30,2014,the Ministry of Education issued the Opinions on Comprehensively Deepening curriculum reform and implementing the fundamental task of morality education,and since then,morality education have become the key direction and key task of the new curriculum reform.To carry out this critical task,it is necessary to base on the development of students’ core qualities,which will help students to establish the necessary character and key competencies for personal and social development.Therefore,the "General High School Biology Curriculum Standards(2017 Edition 2020 Revision)" puts forward the educational concept of "core literacy as the purpose,the content focuses on the big concept",the core literacy of biology disciplines includes: life concept,scientific thinking,scientific inquiry,social responsibility,life concept ranks first in the core literacy,reflecting the unique educational value of biology disciplines,and is the basis for forming other core literacy.Big concepts integrate fragmented and complicated biological knowledge to form a closely related knowledge framework,highlight the core ideas of biology,and help students feel the essence of life and establish the concept of life.Therefore,the cultivation of life concepts based on the concept of teaching and cultivating major concepts presents a unique advantage in implementing core literacy,which has a promoting effect on the implementation of the important task of morality education.However,in actual teaching,high school biology teachers pay too much attention to the indoctrination of small concepts and the accumulation of knowledge points,and their understanding of major concepts and life concepts is not deep enough,so there are certain difficulties in implementing the requirements of curriculum standards for talent training.Based on the characteristics of big concept teaching,this study designs the process of big concept teaching from three levels: semester planning,unit planning and class time planning,develops teaching cases and organizes implementation,evaluates the level of students’ life concept before and after teaching,analyzes the teaching effect,and verifies the effectiveness of teaching based on big concept on cultivating life concept.This study mainly includes the following parts:The first part: On the basis of reading a large number of books and literature on "big concepts" and "life concepts",the research background is clarified,the research purpose and significance are clarified,and the research content,research ideas and research methods are proposed,which sets up a basic framework for this research.The second part: using the literature research method,the concept definition of "big concept" and "life concept" is made,relevant data are collected,the domestic and foreign research progress of "big concept" and "life concept" is analyzed from multiple angles,and the theoretical basis of research is clarified.The third part: using the questionnaire survey method,the biology teachers of high schools in Jinzhong City,Shanxi Province,investigated the understanding and implementation of the teaching of biological concepts and life concepts,and the results showed that teachers paid too much attention to the indoctrination of trivial concepts and did not pay enough attention to the teaching and cultivation of life concepts based on big concepts.The fourth part: taking two classes with similar academic conditions in the internship school as the research object,dividing the two into experimental classes and control classes,analyzing the textbooks of the new textbook of the human-taught version of high school biology,"Molecules and Cells",extracting the knowledge carrier of the concept of life,and then,taking the big concept one in "Molecules and Cells" as the guide,the process of major concept teaching is designed from three levels: semester planning,unit planning,and lesson planning: first,clarify the content structure of the textbook,re-divide the teaching units,and formulate the semester teaching plan;second,from the unit objectives,situation,problem,activity,evaluation five aspects,the formulation of unit teaching planning;third,with "situation-problem-activity" as the main line,the formulation of lesson teaching planning,and provide the teaching design case of big concept one,from the concept and action to carry out big concept teaching.The fifth part: After one semester of teaching practice,the teaching effects of the experimental class and the control class were compared and analyzed,and the results showed that the level of life concept in the experimental class was significantly higher than that of the control class(Sig(double tail)= 0.048,less than 0.05),and the academic performance of the experimental class was significantly higher than that of the control class(Sig(double tail)=0.031,less than 0.05),indicating that the teaching based on big concepts had a significant effect on the formation of students’ life concepts and academic achievements.The sixth part: Based on practical results,it is concluded that: first: big concept teaching can help students improve their biological academic performance;second: big concept teaching can help students effectively form a concept of life;third: big concept teaching can help students effectively connect concepts.According to the above conclusions,the following suggestions are proposed: first: effectively integrate the teaching content of the unit and pay attention to the close connection between concepts;second: analyze the knowledge carrier of the concept of life and construct a hierarchical concept of close connection;third: design the teaching process of the big concept and give full play to the advantages of unit teaching.