A Practical Study On Promoting Students’ Transferability In A Large Unit Teaching Perspective

Transferability is the influence of learning in one context on learning in another context,and it is a necessary ability for students to gain long-term development to face complex situations and solve problems flexibly and implement core literacy.High school students must have the ability to transfer if they want to deal with college entrance exams and solve problems flexibly.In this study,a survey on the current situation of high school students’ transfer level reflects that students’ transfer level of inductive generalization,comparative analysis,comprehensive application and innovative thinking is not optimistic,and the reason is that students do not really understand what they have learned and have not established a good cognitive structure.In order to improve students’ migration ability,the Tf U teaching model of "teaching for understanding" was used in the context of large unit teaching to explore the pathways,strategies and methods to promote students’ highway migration ability through understanding in this study.A high school biology classroom was taken as an example.Based on the theoretical foundation of cognitive structure transfer theory and constructivist learning theory.The research progress of unit teaching and Tf U teaching model were sorted out by means of literature research method,and provided theoretical basis and practical reference for the large unit teaching and Tf U teaching model in this study.In view of the current situation of students’ inability to apply what they have learned in a comprehensive manner due to their inability to understand,the Tf U teaching model was used as a vehicle to promote understanding and migration in the context of large unit teaching.Interviews were conducted with biology teachers in two high schools in Tieling City to investigate the current situation of large-unit teaching and Tf U teaching mode in biology,to explore the pain points in teaching,and to find a breakthrough for effective implementation of large-unit teaching and Tf U teaching mode.To adopt the action research method performed large unit teaching based on reorganized unit with the theme of "Crop Harvest" in chapters 4 and 5 of Compulsory 1 "Molecules and Cells" of the Human Education version of high school biology.Organized students to start learning activities by construction of big concept of "cells need energy and nutrients to survive" to realize learning systematization.It was considered to design instruction to promote understanding ability,help students build good cognitive structures,and carry out classroom teaching practices aimed at promoting transfer by employing the Tf U teaching model including inspirational questions,comprehension goals,comprehension activities,and continuous evaluation.The teaching practice and effect evaluation in this study showed that the accuracy of students’ classroom questioning could be improved and the level of model construction and open-ended problem solving ability could be enhanced.A comparative analysis of the transfer test scores between the experimental and control classes using spss27.0 showed that the experimental class performed better in the overall level of transfer ability compared with the control class,and all indicators of transfer ability improved,and there were significant differences in two transfer ability indicators of integrated use and creative thinking.The research results provided a reference for front-line teachers to promote the transfer ability of high school students by using the Tf U teaching model in the context of large unit teaching.