A Preliminary Study On The Task Design And Practice Of High School Biology Unit Learning With Focus On Big Concept

Under the guidance of the framework of Chinese students' development of core literacy,each subject formulates the core literacy of the subject according to the value of the subject education,and becomes the value guide of the subject classroom teaching reform.In the process of implementing the core accomplishment of the subject,the perspective of classroom teaching changes from teaching design to learning task design,from single class time design to unit design.Unit learning task design is regarded as one of the effective ways to cultivate the core accomplishment of the subject.In 2017,China promulgated the "General High School Biology Curriculum Standard(2017 Edition)"(hereinafter referred to as " Curriculum Standard"),one of the basic concepts of the curriculum "content focus concept ",leading first-line biology teachers and experts to explore the landing method of biology concept,At the same time,biology concept is also an important part of the first life concept of biology core accomplishment.Therefore,this study clarifies the design mode of unit learning task from biology concept,and develops an example of unit learning task focusing on biology concept.In practice,the influence of high school biology unit learning task focusing on large concepts on teachers and students is explored,thus providing theoretical basis and practical reference for teachers to carry out unit learning task design.The research contents of this paper are as follows: first,the literature research method is used to sort out the existing literature,to clarify the research background and significance,and to determine the theoretical basis of this study.Second,through the in-depth interpretation of the curriculum standard,analysis and collation of literature,combing the domestic and foreign "biology big idea" and "biology unit learning task" research status,learn from the experience.Third,in order to understand the current situation of cognition and practice of first-line biology teachers on unit learning tasks,the first-line biology teachers were investigated and interviewed by compiling questionnaires to clarify the existing problems and challenges.Fourth,based on the theoretical research and investigation results,combined with the unit learning task design high-quality lesson examples,the high school biology unit learning task design model focusing on the big concept is constructed.Fifth,according to the model,five examples of high school biology unit learning task are developed.Sixth,carry on the preliminary practice to "the material transportation in the cell" lesson example,and test the practice effect.Based on this study,the following conclusions are drawn: first,unit learning task design focusing on large concepts is helpful for teachers to integrate teaching content;second,unit learning task design focusing on large concepts is helpful for teachers to clarify the internal relationship between goal,evaluation and task;third,unit learning task design focusing on large concepts is beneficial to students' deep understanding of biological concepts;fourth,unit learning task design focusing on large concepts is beneficial to the development of students' core literacy in biology.