Research On The Reverse Teaching Design And Practice Of High School Biology Oriented To The Core Competency Of The Subject

The promulgation and implementation of the curriculum standards of common high school biology brings new demands to teachers.Meanwhile,along with the curriculum reform and the development of modern education ideas in our country,teachers are seeking a new teaching mode to remove all kinds of defects in teaching currently.Reverse instructional design is a kind of teaching content based on the selection of teaching content,attaches great importance to teaching evaluation,carefully organizes and arranges teaching activities,so as to achieve the overall optimization of instructional design mode,thus promoting the development of students’ comprehensive ability,and promoting the implementation of subject core competency.At present,research on the combination of "core competencyof biology" and "reverse instructional design" has been carried out in China,but there are few researches on it in high and middle school biology.There are no reports on reverse instructional design for the unit of "material input and output of cells".This study explores the reverse teaching design pointing to the subject core competency and its practical application effect in biology classroom teaching.The main contents of this study include:(1)Determined the relevant core concepts and theoretical basis through literature research,and then interpreted the three stages of reverse teaching.Interview and questionnaire survey were conducted on the biology teachers and students in high school to understand the status quo of teaching design and the cultivation of students’ competency.(2)The unit concept map was generated by selecting the unit content,sorting out the general concepts and the logical relations among concepts,so as to determine the core concepts and important concepts.Finally,the unit content priority table was generated.Combined with the unit theme,class arrangement and the unit context,the reverse teaching unit design was formed and the teaching practice was carried out.(3)In the teaching practice process,the practical effect was tested by questionnaire,interview and observation.Conclusions: Reverse teaching design was helpful to cultivate students’ core competency of biology;It was helpful to improve students’ ability to master,transfer and apply biological knowledge.It was helpful to promote teachers’ professional development and philosophy change.