Research On The Teaching Design And Practice Of High School Biology Big Concept Under The Concept Of ’Teaching,learning And Assessment’ Alignment

The basic concept of the biology curriculum standard(2017 edition)of ordinary high school requires the selection of subject content,attaches importance to the core of the subject concept,and makes the course content structured.Big concept teaching helps students to systematize and structure scattered subject knowledge,establish the connection between subject knowledge and ability,and develop into students ’ subject core literacy.In order to ensure the ’goal,activity and assessment’ of big concept teaching closely around the core of big concept and improve the effectiveness of big concept teaching,it is necessary to design big concept teaching based on the alignment of teaching,learning and assessment.In order to deeply understand the current research status of big concept teaching and ’ teaching,learning and assessment ’ and the problems existing in teaching practice,firstly,the definition of ’ big concept ’ and ’ alignment of teaching,learning and assessment ’ and the research status at home and abroad are summarized through literature research.Secondly,taking a middle school in Jinan as an example,this paper investigates the current situation of big concept teaching and learning in high school biology classroom by means of questionnaire survey and interview survey.The survey results show that the quality of current big concept teaching needs to be improved,and there are mainly the following problems : Firstly,Most students have different degrees of difficulty in concept learning,which is mainly manifested in the inability to flexibly realize the transfer and application of knowledge;secondly,in the process of concept learning,there is a lack of performance assessment that points to the assessment of learning process and method.Thirdly,Some biology teachers do not have a clear definition of big concepts;fourth,the teaching process of big concepts separates the relationship between knowledge and situation,resulting in the inconsistency between ’teachers ’ teaching ’,’ students ’ learning ’ and ’ curriculum assessment requirements ’.In order to solve the above problems and improve the efficiency of big concept teaching,this paper combs the relationship between big concept teaching and the alignment of ’ teaching,learning and assessment ’ through theory,designs the big concept teaching process of ’ teaching,learning and assessment ’ alignment,and designs teaching strategies for the development of teaching process.The specific design and implementation strategies include : Firstly,Based on the implementation of the core literacy of biology,the big concept is established according to the curriculum standards,teaching materials and learning situation analysis;secondly,according to the hierarchical structure of knowledge points under the guidance of big concepts,the content requirements of curriculum standards and the order of students ’ acceptance habits,the big concept objectives are decomposed into a class teaching objective system with hierarchical structure.Thirdly,an embedded assessment scheme combining qualitative and quantitative assessment based on goal achievement is designed to realize the evidence-based grasp of students ’ learning effect.Fourth,Planning the chain of inquiry learning activities based on the assessment scheme,pointing to the achievement of teaching objectives;fifth,designing three types of classes : guiding class,class hour class and integrated class.Taking the big situation integrated into the big concept as the carrier,the guiding class leads the students to clarify the general concept learning objectives in the clear ’ big situation task ’;implement the big concept in the completion of the ’ situational task ’ inquiry activity chain in class hours;in the integration course ’ re-contextualization and new contextualization ’,the integration of scattered knowledge into big concepts and the transfer application of big concepts are realized.In order to test the effectiveness of teaching strategies,a one-semester teaching practice was carried out.Through quantitative and qualitative analysis such as classroom observation scale,stage test results and concept map drawing,the implementation effect of " teaching,learning and assessment " consistent concept teaching is tested.The practical results show that the big concept teaching design of teaching assessment alignment is an effective way to achieve students ’ core literacy,and an important teaching method to help students effectively realize knowledge integration and migration and improve classroom learning efficiency.The design of three types of courses,such as guiding class,class hour class and integrated class,ensures the starting point(goal),process(activity)and result(assessment)of big concept teaching.