The Application Of Big Concept Teaching Based On Rational Thinking In Biology Review Of High School

Under the background of promoting quality education and curriculum reform,the Chinese Ministry of Education issued the "National Standards for High School Biology Curriculum(2017 Edition)"(hereinafter referred to as the "New Standards")in 2017,which proposed the basic concepts of "core literacy as the goal" and "focusing on big concepts".The problem that needs to be overcome in the high school biology review class is how to help students deal with the "numerous and miscellaneous" knowledge points.Skillfully using "big concepts" in the classroom can achieve "less but more refined" teaching content.At the same time,in the classroom of concept teaching,students need to use methods such as comparison,induction,deduction,and generalization to extract big concepts from complex knowledge systems,which can effectively cultivate students’ rational thinking.This study combines teaching practice to explore the effectiveness of using big concept teaching in high school biology review classes to cultivate students’ rational thinking,aiming to provide teaching strategies for educators and teachers.The content of this study is as follows:(1)Through the method of literature research,read the guiding ideology of national education reform,the new biology curriculum standard,relevant papers and journals of the topic,and combine the research status at home and abroad to lay the theoretical foundation for this study;(2)Conduct a questionnaire survey of biology teachers to clarify the current situation of frontline teachers in carrying out big concept teaching,understand the difficulties that teachers face in the process of using it,solicit opinions from teachers,and analyze the situation to clarify problems and challenges;(3)Based on the previous theoretical foundation and survey results,gradually improve the teaching strategy based on "focusing on big concepts",and develop specific teaching case designs around the concept teaching model,selecting "Internal Environment and Homeostasis" and "Fluid Regulation" as two examples for demonstration;(4)Conduct a one-semester big concept teaching experiment on two experimental classes and evaluate it from the dimensions of "rational thinking evaluation" and "academic performance evaluation".Among them,rational thinking evaluation is carried out in three aspects: "student process self-evaluation","case interview",and "written test".The academic performance evaluation uses the first test score of the semester as the pre-test and the last test score as the post-test for comparative analysis.The research results show that:(1)In daily teaching practice,the implementation of big concept teaching is not optimistic,and the relevant knowledge reserves of some high school teachers need to be improved;(2)Applying big concept teaching in high school biology review classes can help improve the learning enthusiasm of high school seniors and is beneficial to students’ cultivation of independent learning ability;(3)Using big concept teaching in review classes can help cultivate students’ rational thinking and improve their academic performance.