The Study On Unit Teaching Design Based On Core Competence Of Senior High School Biology Education

Since the 18^thNational Congress of the Communist Party of China has established "cultivating people with morality" as the fundamental task of Chinese socialist education,the development of students' core competencies has been transformed into the construction focus of the new curriculum system.The General High School Biology Curriculum Standard(2017 Edition)issued by the Ministry of Education in 2018 takes developing all students' biology core competences as the course objectives.While the core competencies are developed in the process of the constructing core concepts.In order to help students effectively construct abstract core concepts,there are researches point out that,it is necessary to take units as the basic unit of curriculum teaching development,pay attention to the relationship between knowledge concepts,and carry out teaching practice based on unit teaching design guidance activity.In terms of theoretical research,this study combines the basic principles of instructional design to define the concepts and principles of unit teaching design,select a systematic model of unit instructional design to characterize unit teaching design,and analyze specific implementation methods.In the course of practice,this study selected the genetics section in the field of life sciences,which has the fastest development,the widest range of applications,the most complicated knowledge content,and the most difficult for students to understand.According to above methods and principles construct unit teaching design of genetic section.First of all,analyze the unit teaching content,learners and learning environment,and build a unit teaching target system;then match the type of class hours with specific class teaching goals,choose teaching organization strategies and methods,design classroom teaching situations and activities,and complete class specific teaching design.In accordance with the above unit teaching design plan,a month-long classroom teaching practice activity was carried out in two science classes of an ordinary high school in Tongren City,Guizhou Province,and the results of the core competences based high school biology unit teaching case results were evaluated through multi-level teaching evaluation.,then draw conclusions of this study.This article presents a unit instruction design case that uses the "genetic variation" unit as the basic unit,and conducts various forms of teaching evaluation such as classroom observation records,teacher interview results,and unit academic performance test score analysis.The feedback results show that after three hours of unit teaching practice based on core competences,more than 80% of the students in both classes have constructed secondary concepts such as gene mutation and gene recombination,and can use these concepts to analyze and explain certain biological scenarios The phenomenon of life in life and solving practical problems show that after unit teaching activities,students have initially constructed the core concept system of this unit,and the core competences level of biology has also been effectively developed.This result proves the advantage of unit instructional design in the overall planning of the class hours,and shows that the teaching practice guided by this has a high feasibility to develop the core competences of students' biological disciplines during the construction of core concepts.However,the unit test results also reflect that the students still have certain deficiencies in the comprehensive application of cross-unit knowledge,and the core competences development level still needs to be further improved.It shows that the previous teaching methods have led to the lack of students' scientific thinking competence.It is difficult to actively establish connections between cross-unit concepts,that makes it difficult to actively establish connections between cross-unit concepts.Therefore,in the future unit teaching design process,we must attach great importance to the cultivation of students' scientific thinking ability,and help students develop their core competences in biology.