The Practice And Research Of Backward Design In Biology Teaching Of Senior High School

With the release of the "Outline of the National Medium-and Long-Term Education Reform and Development Plan(2010-2020)" and the curriculum standards for various disciplines,the curriculum reform has entered a new stage.In the new stage,teaching quality has become a hot topic of discussion,and teaching quality is fundamentally determined by teaching.The "General High School Biology Curriculum Standard(2017 Edition 2020 Revision)" proposes to cultivate students' core literacy as the curriculum goal,and teaching evaluation to promote academic development.Therefore,it is an effective way to promote the course reform process and implement the curriculum standards to seek for teaching based on curriculum standards and a teaching design model that promotes academic evaluation and development.Backward design,as a result-oriented instructional design concept that prioritizes evaluation over instructional activity design,provides an exploration approach for teachers to implement curriculum standards and cultivate students' core literacy in biology.This research applies backward design to high school biology teaching,provides a complete process from "teaching design-teaching practice-teaching reflection",and provides a reference for front-line teachers to use backward design in high school biology teaching.The research was divided into five parts:(1)Used the literature analysis method to sort out the literature materials such as instructional design theory,reverse instructional design,backward design and standards-based instructional design,define relevant concepts,and expounded the theoretical basis;(2)Used the questionnaire of "Survey on the Cognition and Application of Backward Design by High School Biology Teachers" to investigate the current situation of the application of backward design by high school biology teachers;(3)Selected the unit "Essence of Gene" as the teaching content,and formulated teaching goals based on the analysis of the teaching content and students' learning situation.Developed assessment criteria and assessed evidence around instructional objectives.The evaluation evidence included "Genetic Essential Unit Test Paper","Biology Subject Affective Attitude Scale",and test scores before and after the implementation of backward design;(4)Designed teaching activities around teaching objectives and evaluation evidence,and implemented teaching design.Two classes of the first grade were selected as experimental classes,and backward design was implemented in both;(5)Collected,organized,analyzed and evaluated evidence,and evaluated the teaching effect of implementing backward design.Through practical research,the following practical results are obtained:(1)In the survey sample,44.62% of high school biology teachers understand backward design,but only 3.08% of teachers use backward design for teaching,indicating that high school biology teachers rarely apply reverse instructional design in teaching practice;(2)After applying the backward design,students showed significant differences(P<0.05)in questions such as "I really enjoyed taking biology class" and "I can use biological knowledge to explain the scientific nature of nucleic acid health products,and explain the reasons to the people around me" and other issues,there are significant differences”,other indicators did not improve significantly(P>0.05),but the average score of each index after implementation was higher than before implementation,and 25 classes showed significant differences in the two dimensions of biological learning interest and biological social issues(P<0.05),(3)In the unit that implements the backward design,the students have a solid grasp of the content of the unit,which is manifested as a significant difference between the scores of the students' "essence of genes" unit assessment paper and the scores before the implementation of teaching(P<0.01),and the core literacy of the subject has generally met the academic level examination requirements of the curriculum standards;(4)After the implementation of the backward design,the experimental class gradually shortened the gap with other classes of the same grade in the school unified examination.In summary,the conclusions of this study are drawn:(1)Backward design helps to implement the curriculum concept of academic evaluation and development;(2)Backward design helps the implementation of unit teaching;(3)Backward design helps to accurately cultivate students' biological core literacy.Based on the research conclusions,three suggestions are put forward for the practical research of backward design in high school biology teaching:(1)Backward design based on the perspective of students;(2)Pay attention to the consistency of teacher professional competence in the teaching process;(3)Improve teachers' professional quality.