UbD Under The Concept Of High School Biology Teaching Design Of Large Units

The Biology Curriculum Standards for Senior High School(2017 edition)has condensed the core quality of biology discipline in order to effectively execute the essential mission of fostering morality,educating people,and fostering the distinctive worth of quality education.The pressing issue of how to cultivate and foster students’ profound understanding of biological ideas and principles has become a pressing one to be addressed.Large unit teaching is a holistic approach to the cultivation of subject-core literacy,which can promote learners’ understanding,make evaluation and teaching point to the realization of teaching objectives,and improve teaching.The "reverse" design idea,with its focus on teaching objectives,can be employed to innovate the teaching design through multidimensional integration,based on the UbD concept.This research employs literature research,questionnaire surveys,educational experiment and interview techniques to gain a comprehensive co mprehension of UbD and large unit instructional design.A UbD concept is employed to create a novel instructional design technique for large unit instructional design,based on the correlation between the two.First of all,the unit theme is determined by combining the "big concept" and "important concept" in the curriculum standard.The UbD concept’s teaching design of high school biology large unit is verified for effectiveness and feasibility through four aspects: first,it is implemented in the classroom.An examination of the effects of learning,a comparison of test outcomes before and after an experimental class,a student self-assessment scale,and a teacher interview-all of these were conducted.Practical research shows that,for students,it can effectively improve the participation rate of students in class and make students become the "protagonist" of class activities.This teaching technique allows pupils to create educational works with their own hands,thereby enhancing the capacity of scientific exploration when constructing experiments and exploring.It is also conducive to promoting the transformation of classroom forms,so that students become the problem finder and solver in classroom activities,and the teaching vision focuses on students’ "learning".For teachers,it can help them place formative assessment and terminal assess ment into "class time class" within the unit scope,activate the diagnosis and promotion function of assessment,and help students to know themselves.Combined with the learning cognition and research results,the following conclusions can be drawn: UbD concept of large unit teaching is conducive to the implementation of discipline core literacy training;It is helpful to promote the change of classroom form;It helps improve student participation in class.Reflecting on the need for teachers to refresh their teaching principles,augment the capability of UbD based large unit design instruction,and build up the necessary resources for such teaching,simultaneously.