Teaching A High School Biology Unit Based On A Homeostatic And Equilibrium View Design And Implementation

With the promulgation of the "General High School Biology Curriculum Standards(2017 Edition Revised 2020)"(hereinafter referred to as "Curriculum Standards"),the new curriculum reform process is proceeding rapidly,and front-line biology teachers and experts and scholars have tried various teaching methods to promote the achievement of core literacy in biology.Through the exploration and practice of classroom teaching in the context of "core literacy",it is found that the teaching method of "unit teaching" can effectively improve the teaching effect and help teachers cultivate students' core literacy in their teaching practice.This research adopts a literature research approach,with in-depth study and analysis of relevant literature and related theories;A questionnaire survey was used to investigate and analyse the perceptions of the homeostatic and equilibrium view and the use of the unit instructional design,using a high school biology teacher and students in sophomore classes 6 and 7 in Kailu County.Statistical analysis was used to analyse the reliability of the questionnaire and to collate and analyse the data from the students' pretests and post-tests;A case study approach to the design and practice of teaching a high school biology unit based on a homeostatic and equilibrium perspective;An experimental research method was used to conduct a controlled analysis of the experimental and control classes to verify the effectiveness of the unit of instruction.The curriculum standards have been studied and the content of the material has been analyzed.The first chapter of the module "Homeostasis and Regulation" of the Human Education Edition is selected to design a high school biology unit based on the concept of homeostasis and equilibrium,and to practice it.The results are as follows:(1)The results of the teacher survey show that teachers' understanding of the core elements of biology and the understanding of the unit teaching approach is still not deep enough,but there is more emphasis on the development of core biology literacy for students in classroom teaching,and there is agreement that unit teaching can promote the development of a homeostatic and balanced view of students.The results of the student survey show that students focus more on theoretical knowledge and do not pay enough attention to the formation of core literacy in biology and do not form a systematic knowledge framework.(2)Based on the requirements of the curriculum standards,based on the basic path of unit teaching,case practice teaching,based on the teaching effect and with reference to the model of unit teaching "ADDIE model",the general process of high school biology unit teaching design based on the view of homeostasis and equilibrium is summarized:First identify the unit of study themes and divide the units of instruction;Analyse the content of the materials,grasp the learning situation and study the curriculum standards to construct a conceptual system for the unit;Designing unit teaching objectives and lesson objectives that reflect core biology literacy;Secondly,design the unit of study and specify the tasks for the lesson;Designing learning assessment methods and unit assignments that point to learning objectives,and designing unit teaching cases to complete unit learning tasks;Finally,the unit will be taught in practice and the results will be reflected on and improved to refine the unit design.(3)The significant difference between the test scores of the two classes after the teaching practice shows that the unit teaching approach based on the concept of homeostasis and equilibrium can facilitate students' mastery of theoretical knowledge in biology,build a systematic knowledge framework,help students understand the concept of homeostasis and equilibrium,and gradually develop core literacy in biology.