Research On Mainline Situational Teaching Based On Big Concepts

Based on the new curriculum standard concept and the background of the new college entrance examination policy,the author focuses on the lifelong development of students,and combines with many problems existing in the teaching of biology in local high schools,such as outdated traditional classroom form and teaching design,fragmented teaching content,"cramming" teaching methods,and students’ lack of biological literacy and learning ability...It puts forward that we should attach importance to the cultivation of students’ subject core accomplishment in class.The cultivation of core literacy of biology discipline needs to be based on the big-concept teaching,and the design concept of big-concept teaching cannot be separated from the design of situation.The author tries to combine "big-concept teaching" with "mainline situational teaching",supplemented by the mode of "stimulation-probing-evaluation",and comprehensively apply it to the teaching design of high school biology.Through the through-line situation and effective classroom activities,students are helped to construct big concepts until they form the concept of life,and gradually realize the goal of cultivating the core literacy of the subject.At the same time,it also provides a reference for other teachers to conduct classroom teaching.First of all,the author studied and interpreted the latest version of the curriculum standard,studied relevant policies and documents,and consulted a large number of literature.It was found that there were few or no practical studies on the integrated application of big-concept teaching and mainline situational teaching in the field of biology,so it was necessary to carry out this study.The theoretical source of this study is the theory of situational cognition and learning,conceptual change theory and Gestalt psychology,and at the same time,the concept of "big concept teaching","mainline situational teaching","stimulation--exploration--evaluation model" and other concepts are defined,on this basis to find a sufficient theoretical basis for teaching practice.Secondly,through questionnaire survey and interview,the author first investigated and analyzed the current situation of the cultivation of subject core literacy by situational teaching based on big concepts.Then,the author made a unit learning theme teaching plan for the corresponding big concepts in the textbook Steady-State and Regulation of Optional required Course 1,and designed five units of mainline situations running through each unit based on five important concepts.So as to stimulate students’ interest in learning.The content of class is introduced through the branch situation in the unit context,and the exploratory teaching activities are designed around the secondary concept in accordance with the process of "exciting-exploration-evaluation" for each class,so as to achieve the goal of efficiently breaking through the key and difficult points,and then the corresponding evaluation teaching activities are designed to train students’ ability of transfer and application.Based on the teaching activity design process and teaching practice experience,the author puts forward the principle and strategy of main line situation creation based on the big concept,and also puts forward the principle of designing teaching activities.Then,the author carried out a three-month teaching practice research in Qujing Minzu Middle School,where the author worked.Two classes with the same level were selected as the research objects.The experimental class carried out the main line situational teaching based on the big concept,and the control class carried out the traditional teaching.The practical effect is evaluated through the combination of process evaluation and result evaluation.Finally,the results of the experimental data analysis,the conclusion:(1)students like the main line based on the concept of situational teaching model;(2)Big-concept and mainline situational teaching can promote the cultivation of students’ core literacy in biology;(3)Process learning is needed to form a big concept and develop the core quality of the discipline;(4)The mainline situational teaching model based on the big concept is conducive to teacher professional development.At the same time,the author gives some suggestions on how to carry out the mainline situational teaching based on the big concept:(1)Grasp the curriculum standard,dig deep and reconstruct the teaching materials;(2)Design effective classroom activities;(3)Try diversified teaching strategies.