Practical Research On The Unit Reverse Teaching Design In High School Biology Teaching ——Take The "Steady State And Regulation" Of The People’s Education Edition Optional Compulsory 1 As An Example

In order to meet the development of the times and the requirements of new curriculum standards,and implement the cultivation of biological core literacy,the reform of teaching design mode is imperative.In recent years,because the unit reverse teaching design pays more attention to the integrity of knowledge and the consistency of "teaching evaluation",this novel teaching design mode has gradually got attention.This research aimed to explore the effectiveness of the unit reverse instruction design in high school biology teaching by constructing a complete program of unit reverse instruction design and putting it into teaching practice.At the same time,it was expected to provide teaching examples and theoretical support for the application of unit reverse teaching design in high school biology teaching.This research mainly included the following parts:In the first part,the literature analysis method was explored to analyze the relevant literature.The research status of the unit reverse teaching design at home and aboard was prospected.The relevant theoretical basis was presented and the concept was defined.In the second part,the questionnaire survey method was used to understand the current situation of the teaching design of the first-line high school biology teachers in H city and the views of the unit reverse teaching design.The survey results showed that 70% of teachers believed that instructional design was very important for biology teaching,but they basically followed the pattern of conventional instructional design.Only 7% of teachers tried the instructional design sequence of "teaching objectives-teaching evaluation-teaching activities".In addition,63% of the teachers had some understanding of the unit reverse teaching design,and they were more concerned about the specific procedures and implementation effects of this model.In the third part,the "steady state and regulation" of the People’s Education Edition optional compulsory 1 was took as an example.A complete unit reverse teaching design procedure was constructed.The selection of unit content,the determination of unit objectives,the determination of assessment evidence,and specific lesson examples had also been explained and displayed.In the fourth part,the unit of "adjustment of human and animal life activities" as an example,the educational experimental method was used to carry out practical research.Through classroom observation records,interview with teachers and analysis of academic performance,the effect of unit reverse instructional design in high school biology teaching was explored.The results showed that the overall learning effect of the experimental class was better than that of the control class.The average post-test score of the experimental class was 2.78 points higher than that of the control class,and there was a statistical difference（P<0.01）.To sum up,the unit reverse teaching design could help to improve the overall learning effect and academic performance of students to a certain extent,and then improve the effectiveness of biology classroom teaching.The unit reverse teaching design was feasible,effective and educative in high school biology teaching.