Design And Application Research Of High School Biology Unit Learning Record Case

In the context of the country’s efforts to promote core literacy in disciplines,biology teaching focuses on students’ personal experience,emphasizing the continuous generation of biological knowledge through interaction,making students happy to learn,and cultivating their core biological literacy.Due to the relatively short implementation time of core literacy in China,there are still the following problems in the current high school biology teaching: first,the teaching method is mainly "telling";Secondly,students’ deep learning is not emphasized in teaching;Thirdly,the interaction between teachers and students is not deep enough.Focusing on holistic,systematic,and exploratory unit teaching is a necessary way to implement students’ core literacy,but some biology teachers have deviations in their understanding of unit teaching design.As a unit learning record case for students to learn,it focuses on "learning",and emphasizes that a professional plan that integrates the design of the entire unit is a good carrier for implementing the core literacy of the discipline.How teachers should prepare high school biology unit learning record cases,how to use high school biology unit learning record cases in classroom teaching,and what impact they will have on students remain to be studied.Firstly,based on literature research,this study analyzes and summarizes previous research results,and combs the origin,design ideas,research status of unit teaching,as well as the origin,basic elements,significance,research status of learning record cases,as well as the relationship between teaching plans and learning record cases,as well as the relationship between learning plans,guidance plans,and learning record cases.Based on the characteristics of biology teaching,the key techniques for designing a high school biology unit learning record case include determining the unit theme,clarifying the unit learning objectives,matching evaluation tasks,designing the learning process,preparing tests and assignments,and guiding post school reflection.Secondly,based on the methods of questionnaire,interview,and educational action research,the experimental group was taught with a high school biology unit learning record case,while the control group was given regular classroom teaching.After practice,the teaching effect of using a high school biology unit learning record case in classroom teaching was tested through paper and pencil tests,questionnaire surveys,scale measurements,and teacher interviews.The practical results show that the high school biology unit learning record case can improve students’ exam scores and improve their learning motivation.And found deficiencies in the practice process.Finally,summarize the research conclusions and shortcomings of the entire study,and propose research prospects.The conclusions of the study are as follows: First,using a high school biology unit learning record case in the classroom has an ideal teaching effect.The high school biology unit learning record case helps students acquire knowledge and improve their learning motivation.Secondly,senior high school biology unit diploma teaching is supported by teachers and students.Therefore,using a high school biology unit diploma plan in classroom teaching has feasibility and practical significance,and is worth promoting in biology teaching.It is hoped that this study can provide a reference for the design and application of high school biology unit learning record cases.