Research Into Backward Design In High-school Biology Teaching Instructional Design

The general procedure of biology teaching instructional design was to determine the content of teaching according to the teaching materials and the arrange the teaching activities by the content of teaching.Teachers spend a lot of time thinking about"how to use teaching materials"and"what want students to do"instead of considering"how can we achieve teaching goals"and"what is the content that students need to understand",and it is impossible to determine whether students really understand.Both of Jay McTighe and GrantWiggins proposed the"Backward Design,model with the goal of promoting understanding of learning,which gave a brand-new appearance to instructional design.It advocates that learning objectives should be determined at the beginning of instructional design,then find evidence to prove students'understanding based on learning objectives,and plan the specific teaching activities at last.This article has six chapters.The first chapter introduces the research background,research questions,research significance,research contents and methods as well as the basic terms involved.The second chapter is the theoretical study of backward design,including three parts:First,understand the meaning of"understanding"and define the definition of"understanding"in this study.Second,give a basic overview of backward design by explaining the origin,connotation,and operation steps of backward design.Third,sum up the advantages of backward design versus traditional instructional design by comparative analysis.The third,fourth,and fifth chapters respectively describe the specific operations and implementation of the three phases of backward design in biology:First,define the learning objectives,and clearly define the framework for the goal of setting up the goal of"conducting standards as the basis,learning from students as the basis,and selecting content as the basis.Explain the steps to scientifically formulate and narrate the teaching objectives of biology.Second,the design study evaluation,elaborated the evaluation concept that the backward design takes"understanding"as the core,presented the evaluation system with various means and integration,and provided relevant cases to expIain.Third,arrange learning activities.Guided by the reverse design of the teaching route"WHERE"which including Where?Hook?Explore?Rethink?Evaluate,combined with the backward design and the biology teaching practice,put forward their views,summed up a set of suitable for biological teaching reverse design template.The sixth chapter is a summary and Prospect of the application of backward design in biology.First,we analyze and reflect on the teacher's evaluation and opinions collected through interviews,then summarize the conclusions of this study and discuss the dilemma and Prospect of backward design in practice.