Research On The Teaching Of Big Concepts In High School Biology From The Perspective Of Backward Design

The 21st century ushered in the challenges of the artificial intelligence era,and the society’s demand for innovative talents was also increasingly urgent.To guide students to build a structured knowledge system and improve their innovative practice ability in the knowledge ocean,teachers need an integrated teaching state.In this context,"Biology Curriculum Standards for Ordinary Senior High Schools(2017 Edition 2020 Amendment)" focuses on big concepts and puts them in the important position of discipline teaching.Backward design with big concepts as the design object is an important way of big concepts teaching,so it is valuable to study the framework of big concepts teaching under backward design,which can help teachers to examine teaching from a higher perspective and promote the implementation of students’ key competency of biology.Based on this,under the guidance of construction learning theory,situational learning theory,UbD theory and system theory,this study carried out the research and practice of high school biology big concepts teaching under backward design to provide high school biology teaching reform reference in the current.This study first analyzes domestic and foreign documents about the teaching of big concepts and backward design,sort out the status quo of the relevant research,and analyzes the current problems in the cognition and application of big concepts teaching and backward design in biology in senior high schools through the results of questionnaires and interviews with teachers.On this basis,combined with literature reading,the three stages and original framework of backward design framework,a six-step framework of backward design for the big concepts teaching is formulated,that is,"refining the basic content of big concepts-drawing the concept map of big concepts-defining the expected learning objectives of units-selecting appropriate evaluation methods-planning the teaching process of units-guidance to complete the reflection on big concepts",summarizes relevant teaching strategies and principles,and makes teaching analysis in compulsory one of biology.In order to verify the effectiveness of the implementation framework,this study will select the theme unit of "Exploration of the Cell Structure" to design a case and apply it to teaching practice,and illustrate the effect of case implementation through unit tests and interviews with students and teachers.Based on the above research,it is concluded that backward design is beneficial for teachers to carry out big concepts teaching and promote the change of teachers’ teaching design concepts;The six-step framework based on backward design is helpful to the design and implementation of unit teaching,thus improving students’ biology learning.Therefore,the six-step framework of big concepts teaching under backward design has certain reference and reference value for front-line teachers.