Research On Teaching Design Of High School Biology Large Units Based On Core Literacy

The new curriculum standard,which focuses on core literacy,puts forward new requirements and challenges for teaching,and promotes the further development of curriculum reform.The "General High School Biology Curriculum Standards(2017 Edition,2020 Revision)" emphasizes the core literacy as the purpose,the command of big concepts,the overall teaching of units,and the creation of situations.Since then,new biology textbooks for senior high schools have been used.The new edition of biology textbooks for senior high schools has more content and fewer class hours,and it is necessary to re integrate the content to promote knowledge structuring.However,traditional classroom teaching has shortcomings such as fragmentation,weak integration of knowledge structures,and poor conceptual understanding.In order to address the shortcomings of holistic development in classroom teaching,experts have proposed large unit teaching and changing the teaching mode in order to achieve classroom quality and efficiency.This study explores the process of large unit teaching design from the perspective of high school biology teaching design based on core literacy,and designs large unit teaching cases to provide reference implementation cases for front-line teachers.At the initial stage of the study,the research background and significance were elaborated through text research,the current research status at home and abroad in core literacy,large unit teaching,and other aspects were combed,relevant concepts and theoretical foundations were clarified,and the research direction was determined.Subsequently,a questionnaire survey was used to understand the current situation of the implementation of high school biology large unit teaching.The survey found that most teachers have a positive attitude towards large unit teaching,but few have taken action.To promote teachers to implement large unit teaching in daily teaching,it is necessary to organize corresponding theoretical studies and provide reference implementation cases.In the follow-up research,the principles and process construction of teaching design for large units are explained through literature research to further clarify the issues that should be paid attention to in the design of large units.Then,a case study was conducted to complete the division of the content of the compulsory textbook for high school biology 1 of the People’s Education Press based on the conceptual system,and the teaching design was conducted by selecting the teaching unit "Basic structure of cells".Finally,experiments are conducted to verify that the learning effect of large unit teaching is better than that of traditional class hour teaching.The research results show that: based on determining the theme of large unit teaching according to the conceptual system of high school biology curriculum standards,the design process of high school biology large unit teaching based on core literacy is operable.The design process is mainly to establish learning objectives and large unit teaching evaluations that point to core literacy through curriculum standards,textbooks,and learning situations.Under the guidance of learning objectives and teaching evaluations,create situational generation tasks,organize teaching ideas,design activities,and prepare a large unit teaching structure chart.Finally,the class hour teaching plan is completed under the guidance of large units.The large unit teaching design completed through this design process can integrate teaching content,deeply explore teaching situations,make full use of teaching evaluation,and more effectively help students develop core literacy in the process of solving situational problems.Large unit teaching has more advantages than traditional classroom teaching.