Research On The Design Of Teaching Large Units Of High School Biology In The Context Of "Shuang Xin"

As the basic education reform advances,the Ministry of Education issued the General High School Curriculum Reform Program(2017version)in 2018,stating that the cultivation goal of general high schools is to enhance the comprehensive quality of students and promote their all-round development.Subject content is required to contextualize the course content with the theme as a guide,and students are required to achieve the necessary character and key competencies through learning to ensure the implementation of subject core literacy.With the promotion of the new curriculum reform,all over the country began to use the new version of textbooks,entering the "Shuang xin" stage of the new curriculum reform.The new textbooks have changed the status quo of the old one,which focuses too much on book knowledge,and put more emphasis on the connection between course content and real life,but the weakness in the systemic nature of knowledge makes it difficult for students to master the system knowledge in the traditional class.After the introduction of the program,Yunhuo Cui pointed out,"teachers should improve their teaching position and teach with the knowledge structure as a unit according to the core quality’s requirements".In order to make the students better master the whole knowledge,be able to use what they have learned to solve practical problems,and truly implement the requirements of the core quality,the author collected relevant literature and conducted a study on the current usage of the new high school biology textbook version of Compulsory 1 in Nanning,Guangxi.Based on Embodied Cognition Theory,Constructivist Learning and Gestalt Psychology,the research began in the following steps.First,searching for the research progress and use of the large-unit instructional design at home and abroad and describing the concepts related to large-unit teaching.Second,making an survey about the understanding of the new teaching material,the study of the New Curriculum Standard and the usage of the large-units teaching method by the biology teachers in senior high school.Third,Combining the finding of the research to summarize the aims of the large-units teaching which is to meet the requirements of the core quality,to design the lesson based on the large-units teaching,to properly motivate the students to learn and to evaluate the students’ learning effects in diverse methods.To make it,we should obey the principles of wholeness,laddering,feasibility,and availability.The general ideas of large-unit teaching are as follow: study the standards,teaching materials and learning conditions to determine the large-unit theme,then establish the large-unit teaching objectives,create the large-unit theme context according to the teaching objectives,drive the learning activities with contextual tasks,and run through the teaching evaluation in the teaching activities.Combined with the compulsory high school biology 1 of the Human Education version,the large-unit teaching program is finally carried out by analyzing students’ hand-made models,their practical ability in the experiment,their mind maps,the analysis of students’ academic performance,and the interviews of the teachers behind the class,which is used to check the effectiveness of the large-unit teaching strategy.The implementation of the large-unit teaching strategy proved that it can help students sort out systematic knowledge,improve students’ practical ability,and effectively promote the achievement of students’ core quality goals.Hope this paper can provide reference ideas for educators to design large-unit teaching cases.