Design And Practice Of The Biology Unit Designing In High School Based On Scientific Thinking

The new edition of the Biology Curriculum Standard for Senior High Schools in my country(2017)puts forward the core biology of students' scientific thinking.This is a requirement and a challenge for front-line teachers.Some studies have found that the use of unit instructional design in teaching helps students develop the core quality of scientific thinking.This research takes high school students as the research object,mainly focuses on the dimension of "deduction and reasoning" in "scientific thinking",and explores how to develop students' scientific thinking through the practical application of unit instructional design in the course of biology teaching.First of all,the research clarifies the connotation of relevant important concepts through literature research,organizes and analyzes the development process of the current unit teaching design,and provides theoretical guidance for the follow-up research.By comparing and analyzing the conventional model of instructional design and the existing unit instructional design model,formulate the general process of unit instructional design.On the basis of the investigation of the status quo of high school students' biology subject learning in the early stage,the unit teaching design and teaching practice based on "deductive and reasoning" are carried out on the basis of "the basic law and material basis of genetics" : choose a senior high school in Guangzhou Class 7as an experimental class,which implements unit teaching mode;Class 8 of senior one is a control class,which implements traditional teaching.Before and after the practice,the pretest and post-test of the scientific thinking literacy questionnaire survey were conducted on the students.The comparison results of the pretest and post-test showed that the level of the students in the two classes of scientific thinking has improved in all dimensions,and the experimental class has improved more significantly.Comparing the results of the two classes before and after the practice,it was found that the improvement of the scores of classes 7 was more obvious,and the results of the two classes were paired with t-tests,and the significant differences were found in classes 7 and no significant differences in classes 8.The above research shows that unit teaching design is effective for cultivating students' scientific thinking literacy,and provides ideas and references for unit teaching design to improve students' scientific thinking literacy and academic achievement.