Research On The Teaching Prac Ce Of Promo Ng The Development Of Scien Fic Thinking Based On UbD Concept

The General High School Biology Curriculum Standards(2017 Edition Revised 2020)requires that teaching should aim to develop students’ core literacy.Scientific thinking is an important part of core literacy,and it plays an important role for students to master the methods of macroscopic identification and microscopic investigation,develop a rigorous and truth-seeking attitude,and form inductive and generalized,critical and creative thinking.This thesis focuses on the application of Understanding by Design(UbD)teaching concept in biology teaching to improve students’ scientific thinking skills,gradually build up scientific thinking awareness,and enhance students’ core literacy.Understanding by Design(UbD),also known as reverse design,is an innovative teaching design concept that takes learning outcomes as the starting point for design and precedes teaching evaluation.At present,there are relatively few applications of UbD concept in biology teaching.In this study,we analyze the development of UbD and the current research progress at home and abroad in the context of China’s educational background,and apply the UbD model to high school biology based on constructivist theory,reverse instructional design theory and contextual cognitive theory.We interview high school teachers to understand their knowledge of the UbD model teaching mode;we use questionnaires to understand the current situation of high school students’ scientific thinking,and select two In the first year of senior high school,two parallel classes were selected to set up a control class and an experimental class,and the control class implemented the regular teaching,while the experimental class implemented the UbD teaching mode.The UbD teaching concept was implemented by using Chapter 2,Section 4 "Proteins are the main bearers of life activities" and Section 5 "Nucleic acids are the carriers of genetic information" as teaching cases.The effectiveness of the teaching was examined through the analysis of final exam results and the comparison of questionnaires.The data showed that(1)the scientific thinking of the first-year students in a high school was at an intermediate level;(2)the scientific thinking ability of the students in the experimental class was significantly different from that of the control class after UbD teaching(P =0.002);(3)the final examination results of the students in the experimental class and the control class were compared,and the results showed that there was a significant difference between the examination results of the students in the experimental class and the control class(P = 0.025).The analysis of data from the two classes led to the following conclusions.(1)UbD teaching mode is conducive to cultivating students’ scientific thinking and improving their core literacy in biology.(2)Selecting appropriate teaching contents,introducing UbD teaching concept,and carrying out innovative teaching practices in biology teaching can effectively improve students’ performance.(3)The concept of "assessment first" in UbD can inspire front-line teachers to pay more attention to process assessment in teaching and promote students’ awareness of scientific thinking.The application of UbD teaching concept in biology teaching requires strengthening front-end analysis,selecting appropriate teaching contents,innovating teaching modes,and grasping teaching strategies to continuously improve students’ scientific thinking ability and promote students’ all-round development.