Instructional Design And Practice Of "Green Plants" Unit From The Perspective Of Key Competencies

Biology curriculum assumes the responsibility of cultivating the key competence of biology discipline for students.Based on the consistency in essence and richness in connotation of the concept of "Key Competence of Biology Discipline" and the concept of "Scientific Literacy of Biology" which appeared earlier in the biology curriculum standard of junior high school.The thesis is guided by the modern instructional design theory,and taking "Key Competencies-Key Competence of Biology Discipline-Unit Instructional Design-Class Time Instructional Design" as the basic idea,by taking"Green Plants In The Biosphere",the third unit in the first volume of biology grade 7,junior high school as an example.Through the instructional design and practice of the 16-course content of the 10 sections of the unit(the paper only presents part of the instructional design),this paper discussed measures and ways to strengthen the teaching of the "Key Competence of Biology Discipline" in junior high school biology teaching.In the instructional design of the unit,fully utilize the systemic,hierarchical,anticipatory,leading,and holistic advantages of the unit teaching design,focusing on the achievement of the key competence goals of the unit biology discipline.Based on the chapter content,the key concepts,different types of courses,application penetration ana other aspects of the system designed a teaching program that facilitates the realization of the key competence goals of the biological disciplines in each chapter and each class.For example,by allowing students directly observe the morphological structure and living environment of Algae,Moss,Ferns,Seed plant,students are encouraged to form the concept of life corresponding to the structure and function.By explaining clearly the growth,flowering and fruiting process of angiosperms,as well as the physiological phenomena such as photosynthesis,respiration and transpiration,students can establish the concept of life that is compatible with matter and energy,structure and function.In this process,students are guided to conduct scientific observation and analysis by arranging different types of classroom inquiry columns,and carry out basic biological experiments(such as root tip structure,blade structure observation,etc.).To experience the subtleties of scientists' classic experiments and learn to design experiments,cultivate scientific thinking ability such as comparison and induction,respect the facts,and carry out the scientific inquiry ability of experimental program design.Based on the overall cognition of plants and understanding of the three physiological mechanisms,the students will be more deeply aware of the important role of green plants in providing food in nature and maintaining the dynamic balance of water,oxygen and carbon dioxide,thus consciously form a sense of social responsibility to caring for plants.The paper presents "cases of algae,moss and ferns".,,"germination of seeds","green plants and biosphere water cycle" and Mphotosynthetic carbon dioxide absorption" as specific case cases.After instructional design and practice,the following conclusions were drawn:(1)Key Competence Teaching Objectives was the ultimate goal after the realization of Three-dimensional Teaching Objectives.Three-dimensional Teaching Demands was to achieve a specific approach to the Key Competence Teaching Objectives.Among them,"knowledge" was the foundation and carrier of the key competence,"process and methodH was the key link,"emotion" laid the basic attitude and value of key competence.(2)Biology teaching under the key competence appeal needs teachers to change their ideas urgently.Teachers need to be more proactively involved in the key competence-oriented classroom construction.Teachers were not only experts with profound knowledge,but also guided on the way of students' social personality growth.(3)Unit Instructional Design was more conducive to the achievement of the Key Competence Teaching Objectives of Biology.The unit instructional design can effectively organize the teaching elements,analyzed the biological structure of the biology from the perspective of the system as a whole,and fully explored the way of the key competence of the biology discipline,and constructed the path of learning progress for students to form the key competence of the biology discipline.The unit literacy design of key competence paid more attention to the subject status of students,and carried out instructional design from the needs of students' lifelong development.(4)Class Time Instructional Design was the basic support for the realization of the goal of Unit Instructional Design.The key competence teaching design had challenged the traditional curriculum teaching.,!Key Competencies-Key Competence of Biology Discipline-Unit Instructional Design-Class Time Instructional Design" was an important way to implement key competence,which deepened the depth and breadth of teaching.In the teaching of biology,we should do the microscopic design of class hours well based on the macroscopic analysis of the course and the conceptual design of the unit.The microscopic design of class hours were the basic guarantees to ensure students to master and apply specific core concepts,develop key abilities and form correct values.