Practical Research On Large-Unit Teaching Based On The "Big Problem" In High School Biology Review Class

With the introduction and implementation of the new curriculum,how to cultivate students’ core literacy in biology has become a theme and direction explored by many experts,scholars,and front-line biology teachers in recent years.The new curriculum points out that "content focus on big concepts" is one of the basic concepts of the high school biology curriculum.Students must establish connections between knowledge and build networks to understand big concepts.In order to help students connect the fragmented knowledge in the regular classroom,this study tries to teach large units in the high school biology review class.At the same time,in order to promote students’ independent construction of knowledge networks and to avoid the disadvantage of teachers’ "filling the classroom," this study chooses to use questions as the thread to integrate into the framework of large-unit teaching in order to develop students’ independent thinking,analysis,and problem-solving skills.Firstly,through literature reading and analysis,this study has conducted a detailed review of the connotation of "big problem" teaching and big unit teaching,the current situation of domestic and foreign research,and the implementation steps,and clarified the theoretical basis of the study.Secondly,through questionnaires and interviews with high school students and front-line high school biology teachers,we understand the current situation of high school biology review classes and the feasibility and entry point of implementing a large unit teaching based on the "big problem" teaching in high school biology review classes.By analyzing the current situation of review classes,identifying and analyzing existing problems,and referring to existing research results,we initially construct implementation strategies and determine the principles of instructional design and the instructional design process.Two classes were selected as experimental and control classes to compare the academic performance and the ability level of constructing knowledge networks in the senior class.A practical study was conducted in the experimental class.The teaching content was from the New Human Education Edition(2019 version)of Compulsory 1 of high school biology,"Molecules and Cells," and part of Compulsory 2,"Heredity and Evolution." At the end of the practice,the student’s academic level and ability to construct a knowledge network were tested and analyzed using a paper-and-pencil quiz and a concept map evaluation form,respectively.The empirical results show that the large-unit teaching based on the "big problem" teaching proposed in this study has achieved certain teaching effects in high school biology review classes and has contributed to the improvement of students’ academic level and their ability to build knowledge networks.Furthermore,the teaching strategies proposed in this study have strong operability,which can provide some reference and reference for front-line biology teachers to innovate the classroom teaching model of revision class.However,there are some shortcomings in the study due to the lack of time and small sample size,which need to be further improved in the later teaching practice.