The Practice Research Of High School Biology Unit Instructional Design Based On Problem-driven Strategy

The problem-based learning strategy originated in the United States,and advocates the use of driving problems as the core and carrier of teaching content.This advanced educational concept has been generally favored by the education community.In order to respond to the national education policy and implement the core literacy of biology,more and more educators have begun to pay attention to and practice problem-based learning strategies.Therefore,how to implement problem-based learning strategies scientifically and effectively in teaching practice has become the focus of discussion and exploration.Based on unit teaching design,this research explores the teaching model of unit teaching design based on problem-based learning strategies,and puts the implementation of relevant strategies into unit teaching practice research,aiming to improve the efficiency of high school biology classroom teaching and effectively train students.First of all,on the basis of carefully studying the relevant literature,the content,meaning,domestic and foreign development status of the problem-based learning strategy and unit teaching design are carefully sorted out,and the theoretical basis of the research is clarified.Secondly,through the questionnaire survey of teachers and students,to understand the teachers' understanding of biology classroom teaching strategies and the actual implementation status of the classroom;to grasp the students' understanding of biology classroom teaching strategies,the status quo of students' problem awareness,analyze the status quo,and grasp the reasons.In view of the problems and deficiencies found in the analysis of the current situation,refer to the existing research results,carry out the strategy construction,determine the unit teaching design principles,implementation methods and general procedures based on the problem-based learning strategy,and make practical preparations.Take the content of the "Regulation of Plant Life Activities" unit as an example,five high school biology textbooks for the People's Education Edition(2004 Edition),New People's Education Edition(2019 Edition),Jiangsu Education Edition,Zhejiang Science and Technology Edition,and Beijing Normal University Edition,From the aspects of textbook content,column settings,etc.,comparative analysis,optimization and integration,reorganization and design of the unit teaching knowledge framework,to complete the specific unit teaching practice.Finally,through student interviews and classroom observations,a comprehensive analysis of the unit teaching practice effects based on problem-based learning strategies.The practical research results show that the unit teaching design teaching model based on the problem-based learning strategy proposed in this research has achieved good teaching results in teaching practice,improved students' classroom participation,and cultivated students' independent learning ability and teamwork.Collaboration and communication skills.At the same time,teaching practice also shows that the teaching strategies proposed in this study are highly operable,which can provide a certain reference and reference for first-line biology teachers to carry out problem-driven unit teaching.However,due to the lack of teaching experience and research time in the research process,there are some deficiencies in the research,and further improvements and improvements are needed in the later teaching practice.