A Study On The Practice Of High School Biology Large Units Teaching Under The Concept Of Big Ideas

With the deepening of biology teaching reform,the core topics that scholars focus on are continuously enriched and developed,showing new features and trends.The latest version of curriculum standards suggests that teaching content needs to focus on Big Ideas and highlight key points,with the ultimate goal of developing students’ core literacy.The large unit teaching under the concept of Big Ideas may be an effective way to implement the core literacy development of the subject.Through research methods such as literature research method,inductive analysis method,experimental research method and statistical analysis method,the discussion is carried out on the example of Biology and Environment of Hanyu Education Edition.Firstly,the theoretical path of determining and refining the Big Ideas of biology is clarified;secondly,the specific operation process is elaborated on the basis of sorting out the current research results of big unit teaching design;finally,the practical effects of big unit teaching are explored by using paper-andpencil tests and practical evaluation.During the teaching practice,two natural classes in a middle school in Yan’an were randomly selected to investigate whether large-unit teaching under the concept of large concepts helps students’ core literacy development and the construction of large concepts.The specific results were: 1.The post-test scores of the experimental group were higher than the post-test scores of the control group(P=0.029<0.05);2.There was no statistical difference between the overall mean of the post-test scores and the pre-test scores of the control group(P=0.175>0.05),and the post-test scores of the experimental group were higher than the pre-test scores(P<0.001);3.There was a statistical difference in the overall distribution of the difference between the post-test and pre-test scores of the experimental group and the control group(P < 0.001),and the median of the difference between the experimental group and the control group was higher than that of the control group;4.The results of concept mapping: overall the experimental group about concept mapping effect was better than that of the control group.Therefore,it is concluded that the large unit teaching under the concept of large concept helps students’ core literacy development and the construction of large concept.Throughout the whole teaching research process,we always focus on "What are the Big Ideas? and "How to use the Big Ideas?" and "What is the effect of teaching large units?" In the end,we came to the following conclusions:1.The extraction path of big concepts : through in-depth study of curriculum standards,theoretical analysis is carried out from the perspectives of subject knowledge logic and curriculum content organization logic,and the big concepts and important concepts involved in teaching content are sorted out.2.The specific practice of large unit teaching under the concept of large concept :refining large concept,constructing large teaching unit-determining large unit teaching goal-rely on the real situation,designing advanced large task-problem chain orientation,organizing large unit teaching activities-concept map evaluation,and guiding after-school reflection.3.The large unit teaching under the concept of big concept is helpful to the development of subject core literacy,the construction of students ’ concept network,the development of subject core literacy,the cultivation of hands-on practice and problemsolving ability.4.The large unit teaching under the concept of big concept has higher requirements for teachers ’ teaching ability,which requires teachers to continuously optimize and improve,grasp the depth and breadth of teaching from a macro perspective,and connect the teaching content of each class hour with certain logic from a micro perspective to form a complete teaching structure.