A Practical Study On Scaffold Teaching In High School Biology Teaching Based On UbD Theory ——A Case Study Of Human-taught Version Of High School Biology Compulsory 2 ?Genetics And Evolution?

Since the release of the new curriculum standards,many scholars and front-line teachers have done a lot of research on how to improve the concept of quality education,cultivate the core literacy of biology disciplines,and promote students' comprehensible learning.In particular,good results have been achieved in changing teachers' teaching concepts and improving teaching models,and many excellent teaching strategies have appeared in teachers' vision,such as PBL teaching,STEAM teaching and bracket teaching.However,the blossoming of teaching strategies also brings some troubles to the teaching of biology,and teachers pay too much attention to the design of teaching activities,resulting in students not meeting the goals required by the curriculum standards in the teaching process.Or that the teachers focus on the development of the activity,do not pay attention to the performance of the students,forget that teaching is the teacher's teaching and the student's learning community,the teacher's teaching is to promote the student's learning.Based on this,this study combines the UbD theory advocated by Grant Wiggins with scaffolding teaching based on the “recently developed zone” to think about how to promote students' comprehensible learning.The former emphasizes the attention to the development of students,and arranges teaching evaluation before teaching activities to test whether students have obtained estimated expectations after the end of learning.Scaffolding suggests that teaching should be based on shortening the gap between students' current level of knowledge and potential level of development.This study combines scaffolding teaching based on the “recent development zone” with UbD theory to explore appropriate instructional design patterns and to design and implement instruction.In this way,we will investigate whether scaffolding teaching based on UbD theory can promote students to complete the expected learning goals and thus achieve the purpose of improving teaching.The research ideas proposed in this study are as follows: first,the literature research method is used to define the relevant concepts of UbD theory and bracket teaching,and the current research status at home and abroad is summarized,sorted out and analyzed.Subsequently,a questionnaire survey was conducted on teachers and students on the current status of biology teaching.Then,according to the teaching design process of UbD theory and scaffold teaching,the application mode suitable for high school biology teaching was conceived,and the human-taught version of high school biology compulsory 2 ?Genetics and Evolution? was selected for teaching design.Then,according to the experimental teaching method,the experimental plan is formulated and the practical teaching is carried out.Finally,the practical results are tested by SPSS,the formulated assessment scale and the final test questions: the results of the experimental class and the control class are analyzed by SPSS;the students' completion of teaching objectives in the teaching process is analyzed according to the formulated assessment scale;the final questions are corresponded to the teaching objectives one by one,and the students' mastery of the three“understanding first” teaching goals is analyzed.Summarize their opinions and opinions by synthesizing interview records with four front-line biology teachers.Finally,the author concludes the following conclusions: bracket teaching based on UbD mode is conducive to promoting students' comprehension learning and enhancing students' ability to construct and transfer knowledge in high school biology teaching;bracket teaching based on UbD mode is conducive to stimulating students' interest in learning and improving students' classroom performance in high school biology teaching;bracket teaching design based on UbD mode is conducive to changing teachers' teaching concepts and helping teachers turn to focusing on the expected teaching goals to plan each lesson time.And appropriately increase the proportion of formative evaluation in evaluation.