Design And Practice Of Progressions Learning Based On Biology Core Competencies

Since the Ministry of Education proposed the research work on the core competencies development system of students,more and more educators in China have begun to conduct relevant research in this field.The "Basic High School Biology Curriculum Standards(2017 Edition)" defines life concepts,scientific thinking,scientific inquiry and social responsibility as the four elements of the core competencies of biology.The core competencies of biology is based on the biology curriculum,and it is gradually implemented into the teaching practice as the curriculum progresses.Learning progressions can incorporate relevant or whole biology curriculum ideas into biology course,or incorporate the teaching objectives of a biology course into the development goals of the core competencies of the whole biology course.Learning progressions is the learning path that students develop around a core concept over a period of time.Using learning progressions to lead biology classroom teaching,the biology curriculum can be turned into an organic whole,and promote the development of the core competencies of the student biology discipline.At present,there are many progressions studies on the core concepts at home and abroad,and there are few studies on progressions instructional instruction.Can learning progressions teaching be applied to biology classroom,promote the achievement of teaching objectives,and develop core discipline competencies?This is the main problem to be studied in teaching practice in this paper.This paper uses the subject matter of "cell proliferation" as a carrier,the results are as follows.:(1)Sort out the related concept of the theme of "cell proliferation" and define the concept of "cell proliferation".According to the development level of scientific concept understanding,the progressions framework of "cell proliferation" is proposed.(2)Select two sections of "mitosis" and "meiosis" from the theme of "cell proliferation",formulate the core competencies teaching objectives of the "mitosis" and"meiosis" biology disciplines,and combine the progressions learning framework to propose progressions teaching design of "mitosis" and "meiosis".(3)Compiled the pretest papers on the topic of "cell proliferation" to evaluate the prior knowledge level of the students in the experimental class and the control class.It was found that the prior knowledge level of the students in the experimental class was similar to that of the students in the control class.(4)In accordance with the "education" progressions teaching design,classroom teaching and video recording in the experimental class.(5)Prepare the test volume after "mitosis" and test the progressions development of the experimental class and the control class.(6)Analyzing the results of the post test of "mitosis" in the experimental class and the control class,it was found that the students in the experimental class basically reached the expected advanced level four,that is,they could understand mitosis by using the scientific thinking of model and construction,and the test results were significantly higher than those in the control class.(7)Analyze the classroom interaction of the experimental class and find that under the progressions teaching,most students have an understanding of the mitotic formation system,but only a few students can understand the meaning of mitosis from the perspective of genetic stability.In the process of thinking and practicing in the classroom,students gradually master the thinking method of using models to understand mitosis.It can also be seen from the interactive analysis of the classroom that the students have low participation in the teaching activities of the observation experiment and topic discussion.The completion of observation experiments by students based on experimental design is low.In the topic discussion,only individual students can express their views in combination with mitosis.(8)According to the results of post-test and classroom interaction analysis,modify the progressions design of "mitosis" and propose a more complete "mitotic" progressions instructional design.