Research On The Application Of Large-unit Teaching In Biology Review Course In Senior High School

With the introduction and implementation of the General High School Biology Curriculum Standards,many experts and scholars and biology teachers began to explore how to cultivate students' core literacy in biology.Most experts believe that large-unit teaching can promote classroom reform and expect it to help students develop a concept of life,use scientific inquiry,develop scientific thinking,and fulfill their social responsibilities.The General High School Biology Curriculum Standards It is clearly pointed out that "content focus on big concepts" is one of the basic concepts of high school biology curriculum,and students need to build knowledge networks to establish connections between knowledge to understand big concepts.In order to solve the problem of fragmented knowledge in conventional classrooms,which is not easy to help students form knowledge networks,this study tries to implement large-unit teaching in high school biology review classes.Before the implementation of large-unit review class,this study investigated the implementation of large-unit teaching by a high school biology teacher and the current situation of biology review class in Guiyang City,and constructed a large-unit teaching process based on high school biology review class,based on which appropriate high school biology review class contents were selected for large-unit teaching design and practice.After practice,the teaching effectiveness analysis of implementing large-unit teaching in high school biology review classes was carried out by evaluating students' ability to construct a knowledge network through the concept map scoring method,evaluating students' ability to synthesize their knowledge through the score of comprehensive questions,and analyzing students' academic performance.Based on the above practical research,it was found that:(1)when the practice time was short,there was no significant difference in the total score of concept map between the experimental class and the control class,and only the score of connection was significantly higher than that of the control class in the four dimensions of concept node,connection,organization,and example,and after the practice time was extended,there was a significant difference in the total score of concept map between the two classes,and the scores of connection and example were also significantly different between the two classes.This indicates that the practice of large-unit teaching in high school biology review classes can improve students' ability to construct knowledge networks and requires teachers' long-term persistence.(2)With the practice of large-unit teaching,the number of questions with significant differences in the scores of comprehensive questions between the experimental and control classes gradually increased.This indicates that the implementation of large-unit teaching in high school biology review classes can improve students' ability to apply their knowledge comprehensively.(3)Students' academic performance did not improve significantly when the practice time was short,but improved significantly when the practice time was extended.This indicates that when teachers insist on implementing large-unit teaching in high school biology review classes for a long time,students can establish connections between knowledge and construct knowledge networks,and use the constructed knowledge networks to answer comprehensive questions in the test,thus improving their academic performance.