Practical Research On Understanding Teaching Of High School Biology Oriented To The Concept Of Life

With the release of the General High School Biology Curriculum Standards(2017 Edition),the nurturing value of biology is centrally reflected in the core literacies of biology proposed in the standards.The core literacy of biology includes the concept of life,scientific thinking,scientific inquiry and social responsibility.Among them,the concept of life is the most characteristic part of biology,which is the cornerstone of the core literacy of biology.How to better understand the connotation of life concepts and cultivate students’ life concepts in teaching has become a necessary practice and an important research task for biology teachers.In order to effectively cultivate students’ concepts of life,more and more experts and scholars have started to experiment with new teaching models.The comprehension-based teaching model,which takes learning objectives as the starting point and its pedagogical purpose is to promote students’ deep understanding and transferable application of knowledge,is an innovative teaching model by American experts Wiggins and Mc Teague.This model,which takes comprehension as the original intention of teaching design,is in line with the new curriculum,which states that "students should develop a concept of life based on a better understanding of biological concepts".This study applies the comprehension teaching model to the development of students’ concepts of life,and analyzes the practical effects of comprehension teaching in the development of students’ concepts of life by means of interview surveys,pre and post measures of students’ concepts of life,and stage performance analysis.The study provides some reference values for education and teaching administrators in the development of related documents.After two years of research and practice,the following conclusions were drawn:(1)Comprehension teaching can enhance students’ conceptions of life.(1)Comprehension teaching can improve students’ conception of life.Through the analysis of the structural and functional post-observation test results of the experimental and control classes,it was found that the life conception literacy of both classes was improved,and the speed of improvement of life conception literacy of the experimental class was significantly faster than that of the control class,indicating that comprehension teaching is conducive to the cultivation and improvement of students’ life conception.(2)Comprehension teaching can promote the change of teachers’ teaching concepts.In the process of teaching the experimental class and the control class,the teachers compared the differences between the comprehension teaching mode and the ordinary teaching mode through the teaching process and the writing of the teaching design,and found that the comprehension teaching,which establishes the teaching goal first and then chooses the evaluation method,emphasizes the students’ main position more than the traditional teaching,and the students in the experimental class improved their life concept literacy faster,innovated their teaching methods,improved their teaching skills and changed their teaching concepts.The students in the experimental class have improved their teaching methods,improved their teaching skills and changed their teaching concepts.(3)Comprehension teaching can facilitate the connection between teaching objectives,assessment and teaching activities.In the experimental class,the teachers first determined the teaching objectives and then assessed them,and finally arranged appropriate teaching activities and wrote instructional designs.The teaching objectives,teaching assessment and teaching activities were closely integrated and influenced each other,which promoted the connection of the three.