| The big concepts in biology are the backbone of biological knowledge,including the understanding and interpretation of principles and theories.They represent the fundamental principles and laws of the discipline and play a leading role in guiding students’ learning.Unit teaching designs based on the big concepts in biology can grasp the internal connections of the unit teaching content,clarify the teaching content structure,explore knowledge connotations,and form a unit knowledge structure system.Unit teaching based on the big concepts in biology is an effective way to implement the core competencies of the biology discipline.This study focuses on the big concepts in biology and unit teaching design,using interviews to investigate the cognitive level and practical situation of biology teachers in a first-tier high school in Xuanwei City who use the big concepts in designing unit teaching.Combining literature research,the study summarizes and refines the unit teaching design path based on the big concepts in biology.The study integrates textbook content and designs unit teaching on the themes of "genes and biological traits" and "biological variation" respectively,and then conducts unit teaching practice.The effectiveness of the unit teaching in high school biology is evaluated through methods such as knowledge framework system drawn with mind maps,learning achievements,questionnaires,and teacher-student interviews.The research results show that designing unit teaching in high school biology based on the big concepts in the discipline is conducive to students’ construction of the knowledge framework system of the biology discipline,improves their academic performance,and promotes the implementation of the core competencies of the biology discipline.The research results provide an example for exploring and carrying out unit teaching design based on the big concepts in high school biology and have certain reference and guidance significance. |
PDF Full Text Request