Research On The Teaching Design Of High School Subject Units Based On Big Concepts

With the development of the times and the demand for talents,the cultivation of students’ core competencies has become the goal orientation and value pursuit of curriculum and teaching reform,and this highly comprehensive literacy calls for teaching to cultivate students’ complete understanding of the objective world with integrated content.However,in contrast,China’s current sub-subject teaching,too much attention to fragmented subject knowledge,separating the relationship between knowledge and knowledge,between knowledge and life,and between school and social development.This is not conducive to the development of students’ higher-order thinking and the cultivation of comprehensive ability.In view of this,the general high school curriculum standards clearly put forward the "big concept"to promote the implementation of students’ core literacy in the subject.At the same time,the curriculum reform also advocates a holistic and systematic unit design concept,requiring teachers not only to teach subject knowledge,but also to shift from the logic of the subject to the cultivation of literacy that can be applied and transferred in real situations.It is in this context that researchers take the big concept as the core and try to construct a teaching design program with unit design as the carrier,so as to provide a theoretical basis and practical reference for teachers to carry out unit teaching design based on big concept.Firstly,the literature method is used to systematically sort out the existing literature,define the big concept,unit teaching design and unit teaching design based on the big concept,and distinguish the concepts that are easy to confuse.On the basis of summarizing the characteristics of the relevant concepts.The value of unit teaching design based on big concepts is summarized in key analysis:building subject knowledge structure and improving learning efficiency;Understand the subject book and point to core literacy;Create authentic teaching situations to facilitate knowledge transfer.Secondly,in order to understand the cognition and implementation of teaching design based on big concepts and units by teachers in high school and middle school,an online survey of teachers was conducted through the preparation of questionnaires and interview syllabuses,and the problems existing in current teaching were clarified:Firstly,teachers have a one-sided understanding of unit teaching design based on big concepts;The second is that the unit teaching design based on the big concept deviates from the teaching design concept of the new curriculum standard.And analyze the reasons:firstly,teachers’ understanding and practical level of unit teaching design based on big concepts need to be improved;The second is that schools need to increase their emphasis on and support for high school subject unit teaching design based on big concepts;The third is that the recognition and adaptability of high school subject unit teaching design based on big concepts among students need to be improved.Based on this,this study attempts to construct a high school subject unit teaching design program based on big concepts.Specifically,it includes six steps:refining major concepts and determining unit themes;Screening major concepts and determining unit content;Focus on big concepts and determine unit learning objectives;Evaluate around big concepts and preset units;Explicit concept and basic design issues;Activate big concepts and create learning contexts.Finally,based on the constructed program,this study selected Chapter 2,Chapter 3,and Chapter 4 of the "Biology(Compulsory 1)Molecule and Cell"Experimental Textbook for Ordinary High School Curriculum Standards published by the People’s Education Press,integrated teaching content as teaching units,developed teaching design cases,and provided practical references for teachers.Finally,the author summarizes the guarantee mechanism for high school subject unit teaching design based on the big concept.As for schools,they should shape a common vision and gather teacher teams;For teachers,they should establish a big conceptual thinking and create problem scenarios.