Research On The Cultivation Of Biological Information Transfer Ability Of High School Students Under The Guidance Of Large-unit Teaching

Information transfer ability is the key to students’ thinking and problem solving,which is of great significance for cultivating students’ core literacy and giving full play to the value of subject education.Understanding "big concepts" is fundamental to the formation of cognitive structures,which help develop students’ transferential thinking.How to start from the anchor of "big concept" and implement the improvement of students’ information transfer ability into specific biology teaching is one of the important goals of literacy-oriented classroom transformation.Based on this research background,this paper asks two questions,what is the current status of high school students’ biological information transfer ability? Can high school biology teaching under the guidance of large-unit teaching concepts improve students’ information transfer ability?This study investigates the current situation of biological information transfer ability of students in the first and second grades of high school in Jiangxi Province based on the self-compiled ability test papers.The results show that most students’ analysis of situational information tends to stay on the surface,ignoring the difference between information and knowledge and experience,and it is difficult to use information to establish new cognitive structures for solving new problems.In view of the shortcomings of students’ information transfer ability,the author designed a largeunit teaching of the compulsory 2 "Genetics and Variation" textbook,and carried out practical research with two classes of a high school in Nanchang as the experimental group and control group.Intervention in the experimental group,that is,classroom teaching in the large-unit teaching mode for one semester,by analyzing the difference in the information transfer ability of students in the experimental group and the control group,to explore whether large-unit teaching can improve students’ information transfer ability.The conclusions of the study are as follows:(1)The overall level of biological information transfer ability of high school students is moderately low,especially in the two dimensions of analysis and evaluation and innovative application.There was no significant difference in the level of information transfer ability of students of different genders,but the advantages of boys and girls in different dimensions were different.In addition,there were significant differences between information transfer ability and student grade,and the information transfer ability and sub-dimensions of high school sophomore students were better than those of high school first-year students.(2)The overall teaching of the unit based on the big concept has a significant role in cultivating students’ information transfer ability,and the performance of the students in the experimental group in the four sub-dimensions of understanding and refinement,association and integration,analysis and evaluation and innovative application are significantly better than those in the control group.Based on the above conclusions,the following suggestions are put forward: adopt diversified teaching strategies for the problems existing in the process of information migration of different students;In actual teaching,strengthen the emphasis on the teaching concept of large units,improve the depth of teachers’ understanding of biological knowledge,and guide students to transfer and use large concepts of units to solve problems;In the teaching process,attention is paid to the penetration of core concepts,guiding students to think and understand the core content in different situations,and promoting the transfer of knowledge.