| The compulsory education biology curriculum standard(2022 edition)clearly puts forward the relevant requirements of cultivating students ’ core literacy in biology teaching,including four aspects : life concept,scientific thinking,practical inquiry and attitude responsibility.Traditional biology teaching attaches great importance to the mastery of concepts,and pays less attention to cultivating students ’ knowledge connection and establishing systematic knowledge structure.With the deepening of biology curriculum reform,the large unit teaching with the goal of cultivating students’ biological core literacy has received more and more attention.Large unit teaching starts from the overall structure of the unit,integrates the interrelated teaching content in the textbook,completes the relevant teaching tasks and solves practical problems in the real situation,and emphasizes the close relationship between biology and daily life.It is of great significance to carry out the large unit teaching of developing students ’core literacy from the development of curriculum reform or to meet the needs of biology teaching practice.In this paper,literature reference method,educational experiment method and questionnaire survey method are used to analyze the significance of large unit teaching to the development of students ’ biological core literacy.The main research contents are as follows :1.Investigate the current situation of the teaching of biological large units carried out by some junior high school biology teachers in the region,and understand the current situation of junior high school biology teachers ’ cognition of the core literacy of the subject and the development of large unit teaching.It is found that teachers have different degrees of understanding of core literacy,and 70 % of teachers have considered integrating teaching content and carrying out large unit teaching.The existing problem is the difficulty of combing the content reorganization and logical main line of large unit teaching.2.With reference to the ADDIE model,the teaching process design is carried out in combination with the characteristics of the integrity of the large unit teaching,the student-centered,the integration of teaching and evaluation,and the creation of situations : taking biodiversity as the theme,analyzing the curriculum standards,integrating the relevant contents in the teaching materials,and the questionnaire to understand the learning interest of the biology curriculum and the current situation of classroom learning of the eighth-grade students in a school in Urumqi,formulate the teaching objectives and class objectives of the large unit,design the specific teaching process and practice,and evaluate and reflect on the teaching practice effect.Combined with case design,the practice is carried out for grade 8 students.3.Analysis of practical results : Combined with the process evaluation scale of experimental students,it is found that large unit teaching is of great significance for students to form the concept of life that adapts to the structure and function of organisms,to form the ability of analysis,induction and deduction,to connect subject knowledge with real life to solve problems,to carry out some interdisciplinary practice activities in life with relevant knowledge,and to form the core literacy of healthy living habits and related social responsibility.Combined with the mind map,it is found that the students ’ thinking system and logical ability of large unit teaching under core literacy are relatively better.By analyzing the data of students ’ test scores before and after practice,it can be seen that the scores and learning ability have been significantly improved after practice.Through the interview and analysis of practical teachers,it is believed that this teaching mode plays an important role in achieving teaching objectives,building conceptual system,developing students ’ core literacy and helping students improve their interest in learning biology courses. |
