Practice And Research Of High School Biology Unit Learning Design Based On The Cultivation Of Life Concept

Since the issuance of the Biology Curriculum Standards for General Senior High School(2017 Edition)(referred to in this paper as the "Curriculum Standards"),the majority of middle school biology teachers have been actively exploring the teaching strategies to cultivate students' core competence in biology(referred to in this paper as the core competence in biology)."The concept of life" occupies a prominent position in the core accomplishment of biology.It can be said that "the concept of life" is the pillar of the core accomplishment of biology,and the teaching strategy of cultivating students "the concept of life" is the key to middle school biology teaching and research.Chinese scholars have found through research that the implementation of teaching in the form of "unit" is conducive to student-centered teaching,guiding students in deep learning and developing core discipline quality.This study unit "population and community" as the teaching practice and case study,the purpose is to practice and research of high school biology unit learning design strategies and life concept,cultivation strategies to provide relevant theoretical study and high school biology teaching has reference value and promotion unit to study the value of design strategy and life concept cultivating strategies.In order to achieve the research objectives,this research applies the literature method to carry out the theoretical research on the development,current situation and trend of the research on "life concept" and "unit learning".Using the case method,the study strategy of unit learning design is studied by taking "population and community" unit learning design of high school biology as an example.Applying educational experiment method to explore the influence of unit learning on the cultivation of life concept and the cultivation strategy of life concept.According to the SOLO classification theory,pre-test and post-test are prepared to examine the development level of students' life concept after unit learning.The results showed that there were no significant differences in the four life concepts between the control class and the experimental class before the experiment.After the experiment,the single point structure level,multi-point structure level and correlation structure level of the experimental class were significantly different from those before the experiment,but there was no significant difference in the control class,which indicated that unit learning had better effect on improving the single point structure,multi-point structure and correlation structure level of the students' life concept than general teaching.There was no significant difference in the extended abstraction level of life concept between experimental class and control class before and after the experiment,indicating that unit learning had similar influence on the extended abstraction level of students' life concept as general teaching.According to the concept and method of action research,the research plan and unit learning design plan are reviewed and revised.After practice and research,this project believes that the basic steps and requirements of unit learning design are as follows:(1)Unit learning design generally includes three steps: preliminary preparation,development and design,and formulation of unit learning evaluation scheme.(2)Studying the course standard,analyzing the learning content of the unit and deeply understanding the learning situation are the foundation of the unit learning design.The formulation of the unit learning objective,the evaluation scheme of the unit learning and the design of the unit learning activity are the keys of the unit learning design.Life concept is: the cultivation strategies for,activities,learning theory of constructivism,depth and STSE education theory as the theoretical basis for choosing themes and unit learning content,design units of learning goals and unit learning evaluation scheme,design and develop students' interest and challenging unit learning activities,promote the students in the process of solving practical problems,understanding and applying biology concept,build a concept system,the formation and development of life idea,and then apply life idea to solve the problems in the study and life.