Research On The Development Of Unit Teaching Design To Promote The Development Of Students’ Life Conceptual Literacy

The Biology Curriculum Standards for General High School(2017Edition,2020 Revision)(hereinafter referred to as the "Curriculum Standards")points out that biology curriculum should take core literacy as its purpose,fully reflecting the subject characteristics and educational value of this curriculum.Many front-line biology teachers and experts and scholars have actively explored how to implement the core quality of biology in teaching.The Unit teaching design has gone beyond the limitations of the scattered organization of teaching knowledge and the deviation of teaching objectives in the traditional class hours,and has shown obvious advantages in the overall design of teaching and goal orientation,which has been favored by the majority of front-line teachers and experts and scholars.The Unit teaching design that pays attention to integrity,systematism and logicality is in line with the curriculum concept of the curriculum standard "content focus on big concept",re-examine the curriculum standard and textbook content,develop and design learning units,teaching process,student activities,teaching evaluation and other teaching links around the teaching objectives,and carry out targeted teaching for students,so as to cultivate students’ core quality of biology.The text is based on the concept of the third-level concept system of the curriculum standard as the starting point,and explores the cultivation of the quality of the life concept of high school students based on the concept of secondary concept.The research content of this article is as follows: First,through the literature research method,the research status of "Unit teaching design" and "Life concept" is combed,the relevant concepts are defined,and the theoretical basis of unit teaching design is clarified;Second,through the preparation of questionnaires,conduct online surveys on the current situation of the implementation unit teaching design of high school biology teachers;Third,according to the interpretation of the four levels of academic quality,the interpretation of the quality of academic quality,the analysis of the content and connotation of the concept of life and the connotation of the four levels of the four levels of life concepts and two-way detailed watches are used as the basis for evaluating the literacy of life concept;Fourth,based on the ADDIE model,understand the characteristics and elements of unit teaching,and build a unit design process based on the concept of sub-level;Fifth,through the case research method,the compulsory of high school biology textbooks and the "Curriculum Standard" were combed.The two sub-concepts were selected for unit teaching design and practice,and finally analyzed the results.Based on this study,the following conclusions are obtained: First,most teachers agree with the value of Unit teaching and show positive willingness in practice;Second,Unit teaching design follows a certain process,mainly including selecting teaching content,conducting front-end analysis,constructing unit concept system,determining unit teaching goals and class targets,setting up student activities,implementing evaluation,etc.Third,Unit teaching design helps to cultivate students’ life conceptual literacy.