Teaching Design And Optimization Of Large Unit In Biology Smart Classroom

At present,the rapid development of intelligent technology not only reshapes the production,organizational,and consumption patterns of the economy and society,but also puts forward new requirements for what kind of "people" to cultivate in the intelligent era.In the era of intelligence,citizens not only need to master necessary knowledge and skills,but also need to possess key abilities,disciplinary literacy,and core values to solve practical problems in complex scenarios.To achieve this goal,with the support of intelligent technology,integrating existing teaching content,achieving unit teaching guided by core literacy goals,and promoting students’ problem-solving and literacy improvement in real situations have become the inevitable trend and goal direction of education and teaching reform at that time.Based on this,this study is based on the current biology teaching practice,exploring the design process of biology large unit teaching under the smart classroom teaching mode,and carrying out the design and development of large unit teaching cases.This not only enriches the theoretical research of biology large unit teaching,but also provides practical reference for first-line teachers to carry out large unit teaching.Firstly,with the help of literature research methods,a systematic review of relevant research on large unit teaching and smart classrooms at home and abroad was conducted to further gather research questions and clarify research content.Secondly,in order to comprehensively understand the current situation of biology smart classroom teaching and combine with the characteristics of smart classroom teaching activities,a survey on the current situation of teaching design in junior high school biology smart classroom has been designed and developed.Through the analysis of the questionnaire data,the four major contradictions and conflicts between smart classroom teaching design and teaching design aimed at cultivating core competencies have been clarified,Its main manifestation is the conflict between the low-level teaching objectives and the cultivation of higher-order thinking abilities;The paradox between passive classroom learning and the need for literacy development activities;The contradiction between the integration of teaching content in class hours and the cultivation of literacy in large units;The separation between single evaluation methods and diverse confirmatory evaluations in smart classrooms.Thirdly,in order to effectively resolve the above contradictions and conflicts,based on a systematic and in-depth analysis of the "Biology Curriculum Standards for Compulsory Education(2022 Edition)",and based on the ADDIE teaching design model,combined with the essential characteristics and teaching structure process of the biology smart classroom,under the guidance of scientific principles,student-centered principles,systematic principles,and appropriateness principles,from the analysis,design,development,implementation The evaluation of five aspects has constructed a teaching design process for the large unit of biology smart classroom.On the basis of conducting front-end analysis of curriculum standards,teaching content,learner analysis,etc.,clarify the core concept map of large units,design teaching contexts,teaching objectives,teaching tasks,teaching activities,and evaluation standards for large units and class hours,and clarify the teaching themes,context lines,knowledge lines,ability lines,task lines,problem chains,and evaluation standards for large units.And further develop auxiliary resources such as large unit self-learning task lists,teaching micro courses,test exercises,auxiliary resources,and evaluation index systems,and organize teaching implementation and evaluation feedback based on these resources.Fourthly,under the guidance of this teaching design process,combined with the teaching content of junior high school biology,a biology large unit teaching design case has been designed and developed.In order to further enhance the scientific nature of the teaching design process and enhance the operability of cases,a combination of questionnaire surveys and interviews was used to consult experts for suggestions on the teaching design process and cases.Based on the feedback results,the teaching design process and teaching design cases of smart classroom large units were optimized.Based on the above research,this study has drawn the following three research conclusions:firstly,a survey tool was designed and developed to investigate the current situation of smart classroom teaching in middle school biology,and four contradictions and conflicts between the current design of smart classroom teaching in middle school biology and literacy oriented teaching design were clarified.The second is to construct a biological large unit design process that includes analysis,design,development,implementation,and evaluation,and optimize it through expert interviews.Thirdly,based on this teaching design process,a biology smart classroom large unit teaching case has been designed and developed.