Research On Unit Instructional Design Based On The Important Concepts Of High School Biology

With the publication of the biology curriculum standards for ordinary high schools(2017 edition)(hereinafter referred to as the curriculum standards),front-line biology teachers and experts began to explore how to implement the core accomplishment of biology.In order to improve the disadvantages of traditional class hour design,which tends to lead to the fragmentation of knowledge,most scholars agree that the unit teaching design is conducive to promoting the transformation of the classroom,and they hope to use the unit teaching design to better cultivate the core accomplishment of students' biology discipline."Curriculum standard" points out that one of the basic concepts of high school biology curriculum is "focusing on the big concept".Students gradually develop the concept of life,form scientific thinking,apply scientific inquiry and fulfill social responsibilities in the process of learning biological concepts.Therefore,this study tries to build unit teaching with "important concept" as the theme.The research contents of this paper are as follows: first,the existing literature is sorted out by using the literature research method,the research background and significance are clarified,and the theoretical basis of this research is determined.Second,through in-depth interpretation of the course standard and in-depth analysis of the literature,the research status of "unit teaching design" and "important concepts" at home and abroad was sorted out,from which experience was learned.Thirdly,in order to understand the current situation of unit teaching design of first-line biology teachers,a questionnaire survey was conducted to first-line biology teachers.Fourth,based on the study of the theory and the results of the survey,by comparing the unit teaching design and teaching design,summarizes the characteristics of unit teaching design,constructed based on the important unit of the concept of high school biology teaching design process,and select the important concepts in the high school biology,a 2.3 will experience "cell growth,proliferation,differentiation,aging and death,life process" of case teaching design and practice.Through the questionnaire survey,it is found that most first-line biology teachers agree with the value of unit teaching design,but it is difficult to carry out unit teaching in class due to the lack of guidance.Through the teaching practice,the feasibility and effectiveness of the unit teaching design process based on the important concepts are preliminarily verified.Based on this research,the following conclusions are drawn: first,the unit teaching design based on the important concepts of biology is conducive to the construction of students' biological concept system;Secondly,the unit teaching design based on the important concept of high school biology can help students improve their academic performance.Thirdly,the practical guidance of unit instructional design should be further strengthened.Schools should actively organize teachers to participate in the training of unit instructional design,and teachers should boldly try unit instructional design in teaching.