Practical Research On The Development Of Life Concept Literacy Based On Conceptual Teaching

With the globalization of social economy,the competition of education is becoming more and more important in national competition.The basic curriculum education in our country plays a key role.In 2014,the revision of the new curriculum standard put forward the task of condensing core literacy.In 2017,the Biology Curriculum Standard of General Senior High School published the core literacy of biology including concept of life,scientific thinking,scientific inquiry and social responsibility.So how to implement the biological core literacy into the basic biology curriculum education?This research takes concept teaching as the breakthrough point,and the purpose of the research is to study how to develop students’ life concept literacy through concept teaching.In teaching,teaching design instructs front-line teachers to carry out classroom teaching,so this study explores the teaching design of developing students’ concept of life through educational practice.This study uses literature research,questionnaire survey,interview,observation and statistical analysis.This paper is divided into five chapters to discuss the development of life concept literacy based on concept teaching.The first chapter is the introduction,which discusses the background,purpose and significance of the research,describes the current situation of the relevant concepts at home and abroad,and clarifies the research framework of this study.Identify research methods and tools.The second chapter describes the theoretical basis of this study and defines the relevant concepts.This study also focuses on the interpretation of the concept of life from two aspects: the nature of the subject and the definition of the concept of life in the Biology Curriculum Standard of General Senior Middle School.It refers to "understanding biology research object,learning biology concept,and obtaining biological subject thought from it."The third chapter introduces the teaching design framework based on Concept Teaching.On the basis of Yang Wen yuan’s and Liu En shan’s article "Teaching Design for understanding: starting with problems pointing to Core Concepts",the thinking of biological teaching design is constructed and the teaching design framework is formed.And show two cases according to the teaching design framework.The fourth chapter describes the practice of this study,data analysis and results.The practice of this study is as follows: the author takes two classes,using self-control before and after.In order to control the impact of different students and teachers,increase the participation of teachers in two different grades and different schools.The author provides the teaching design and ppt uniformly,after agreeing to revise and obtain the unanimous approval of the participating teachers,then puts into classroom teaching.Collect the teaching video and interview the students to carry on the process appraisal to the teaching effect.Collect the academic achievement and PISA test results to carry on the summative appraisal to the teaching effect.(1)Process evaluation:In order to evaluate the teaching effect in a process,we should pay attention to the learning state of students.This paper analyzes the teaching video and student interview based on the five aspects of evaluating students’ learning state proposed by Professor Yu Wenson: "students’ emotional state,students’ participation state,students’ communication state,students’ thinking state and students’ generating state".The learning state of students can be reflected by the proportion of different behaviors between teachers and students in the classroom.In the first aspect,students’ emotional states.According to interviews,65.08% of students accept it,63.49% of students like the class,and a small number are neutral.which shows that most students are happy to learn in the classroom.Interest is strong.However,there is still a small number of students who do not like this kind of class,and ask the reasons in depth.In conclusion,the classroom before teaching practice is more relaxed,the knowledge learned is more,and don ’ t have to stop talking in class.Listen to the teacher will be more clear ideas,notes can also remember more.The second aspect is the student’s participation state.By analyzing the teaching video,we find that the proportion of students answering passively in class is very low or even zero,which shows that teachers seldom ask names and questions,and students raise their hands actively to answer teachers’ questions.They have a high degree of participation,and they are highly motivated to learn.The study atmosphere is better.The third aspect is the communication state of students.Through the analysis of the teaching video,it is found that the classroom style of the teachers in the three cases is positive reinforcement style,and the state of teacher-student interaction is mutual respect and trust,which protects students’ self-confidence.Group cooperation has a certain proportion,students can communicate well to complete the task together.The fourth aspect is the state of thinking of the students.Through the analysis of the teaching video,we find that the ratio of closed problem and open problem in three cases is close to the norm.From the actual classroom and student interview,we can find that the teachers are good at guiding students with questions.Students’ thinking has been advancing with teachers’ questions.In the three cases,students have not asked questions actively in class,but during interviews,it was found that the students could think deeply about what they had learned and put forward questions.The fifth aspect,the state of students’ generation.Through interviews,it is found that students have the ability to construct and transfer knowledge in this way.(2)Summary Evaluation:The PISA test scores of students before and after the implementation of education were collected by means of questionnaire,and the cultivation of life concept literacy was evaluated in a summative way.The Sig value of the three classes is 0.018 < 0.05,which has significant difference through the statistical analysis of SPSS19.By comparing the mean values measured before and after,we can find that the significant difference is on the rise.The Sig value of 10 classes is 0.026 < 0.05,which has significant difference.Because the data of 10 classes are non-normal distribution,it can be found that the significant difference is also rising by comparing the median value measured before and after the test.It can be concluded that the teaching design is helpful to the development of students’ concept of life.The fifth chapter is the conclusion of this study.The effectiveness of the teaching design for the development of students’ concept of life is reflected through multiple evaluation methods.The teaching design has realized the pertinence teaching of the concept,the teaching design has realized the transformation of the relationship between teaching and learning,and the teaching design helps to develop the students’ life concept.