| The concept of life is the hallmark of core literacy in biology,and its cultivation is not instantaneous,but requires teachers to cultivate students in an organized and systematic way within the corresponding teaching time.How to improve the teaching efficiency and implement the cultivation of students’ life concepts in classroom teaching by lesson time is a question we need to study and explore at present.Contextualization in unit teaching,in which students explore problem solving,inductive acquisition and application of knowledge in a context created by the teacher,is guided,efficient and systematic.Therefore,this study explores the paths and effectiveness of the unit teaching context creation model to implement the cultivation of students’ life concepts,taking the cultivation of students’ structure and function as an example,and provides reference for front-line teachers to implement the cultivation of students’ life concepts.This study consists of the following four parts: First,combining the analysis of research literature on unit teaching and context creation,the principles and strategies of context creation in unit teaching under core literacy are proposed.Secondly,a questionnaire survey was conducted to understand the cultivation of life concepts of high school students and point out the current problems in the cultivation of life concepts of students.Third,combining the research analysis of related literature and the corresponding theoretical foundation,the operational process of cultivating students’ life concepts in the context creation mode of unit teaching is proposed.Fourth,taking the cultivation of students’ concepts of structure and function as an example,the basic path of unit teaching context creation is explained in detail in terms of the determination of unit teaching contents,the formulation of teaching objectives,the creation of teaching contexts and the development of teaching activities,and the teaching experimental study is carried out through the design of parallel groups.Post-experimental unit tests,surveys on the cultivation of structural and functional views and post-experimental student interviews were conducted for the students in both classes.The survey data of the unit test scores and the cultivation of structural and functional views of the two classes were collected and collated,and statistical analysis was conducted using SPSS 26.0,and the results of the student interviews were collated and analyzed to draw the corresponding conclusions of the experimental teaching study.In the above teaching practice study,based on the survey of students’ life concept cultivation status,the author found that students’ development in each dimension of life concept is not balanced,and the level of students’ life concept still needs to be improved,which requires teachers to strengthen the cultivation of students’ life concept from the overall continuous level in the teaching of biology courses.After a practical study on the development of students’ concepts of structure and function,the author found that the model of creating a unit teaching context can effectively promote the development of students’ concepts of structure and function,and also has a certain effect on improving students’ learning performance and interest in learning.Accordingly,the author proposes the operation process of creating unit teaching contexts to cultivate students’ concepts of life: 1.Take important concepts as the theme,analyze the basic elements of teaching,and determine the content of unit teaching;2.Develop unit teaching objectives that point to core literacy,and divide unit lesson time and content;3.Create a large context,focus on the core objectives of the unit,and lead teaching;4.Create task-based sub-contexts,focus on lesson objectives,and start;5.Design the evaluation system to assess the development of students’ literacy. |
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