Instructional Design And Practical Research Of High School Biology Based On The First Principles Of Instruction

The new curriculum standards put forward new requirements in cultivating students' biological key competencies,and at the same time,the new college entrance examination reform also brings forward new challenges to biological teaching in senior high school.The reform of classroom teaching is inevitably the most direct and effective way to meet these changes.Instructional design is one of the main factors affecting the efficiency of classroom teaching.The first principles of instruction can be applied to build a class with good effect,high efficiency and great engagement.The purpose of applying the first principles of instruction to design biology teaching in senior high school is to improve the efficiency of classroom teaching.Based on the analysis of the biological key competencies,the latest curriculum standards of biology for high school and the reform scheme of the new college entrance examination,as well as the problems existing in biology classroom teaching,this paper proposes to apply the first principles of instruction to guide the biology instructional design in senior high school..This paper first analyzes the main contents of the first principles of instruction and instructional design,including the connotation and the unique teaching value of the first principles of instruction,and the Pebble in the Pond model which is conducive to the implementation of the first principles of instruction;Then expounds the general mode of instructional design and the main tasks of each stage of it;Later introduces the instructional design mode and process of biology in senior high school based on the first principles of instruction,and designed the high school biology teaching case based on the first principles of instruction and put into the classroom practice;Then collect the paper tests and questionnaire survey to evaluate the practical effect of the case;analyzes and evaluates the effect of the case implementation of biology instructional design in senior high school based on the first principles of instruction by the antitheses,questionnaire and personal interview.Finally,based on the results of data analysis,it is concluded that the senior high school biology instructional design based on the first principles of instruction can improve the teaching effectiveness,and the students are willing to accept the classroom teaching process based on the first principles of instruction.In order to further improve the instructional design of senior high school biology based on the first principles of instruction,this paper also puts forward some suggestions on the basis of reflection andsummary: When applying the first principles of instruction to the instructional design of biology in senior high school,students should be guided to define the learning objectives and difficulties in time before or after focusing on the complete problems;a variety of methods should be applied to activate the old knowledge and increase students' perceptual knowledge,which stimulate students' interest,increase students' understanding of the theory and train students' thinking;the complete problems should be decomposed into a series of problems from easy to difficult that are suitable in quantity and gradient according to the students' foundation and learning ability,and the solving time of each problem should be allocated and controlled reasonably to ensure that students have sufficient time to think and reflect on problems.