| Although the latest biology curriculum standard of junior high school has not been issued yet,it has become a general trend to guide biology teaching of junior middle school based on the core competencies of the subject.The teaching mode of "unit design",which is consistent with the subject core competencies in both integrity and authenticity,is one of the important ways to effectively implement the subject core competencies.At present,the unit teaching research of biology is mainly concentrated in senior high school,and less in junior high school.Most of them are limited to the two links of "teaching-learning",and lack of multi-angle performance evaluation and analysis of the learning process.This study based on the theory of constructivism and education target classification,in reference on the basis of previous studies to explore building unit teaching mode suitable for junior high school biology teaching,through the practice in junior high school biology classroom teaching,to achieve through unit teaching practice to make the classroom structure to the integrity,to subject education transformation,achieve all-round development of students discipline education value,At the same time to promote the professional development of teachers for research purposes.This paper mainly adopts the following research methods: literature research method,educational experiment method,interview method and statistical analysis method.1.Literature research method is adopted to analyze the research status of unit teaching under the discipline core competencies,combined with biological disciplines of the concept of core competence to big curriculum requirements,this paper refined the junior middle school biology discipline big idea,and explored to construct the teaching model suitable for junior middle school biology teaching unit,the main process is as follows:(1)Summarize the teaching materials and analyze the unit content;(2)Based on the curriculum standard,deconstruct the unit systems;(3)Integrate the content and reconstruct the learning unit;(4)Focus on competence and determine unit learning objectives;(5)Stick to the target and choose the appropriate evaluation method;(6)Close to life,build inquiry materials supermarket;(7)Planning context,design unit learning activities,(8)Reflect and improve the unit teaching design.2.The teaching practice of biology unit in junior high school based on subject core competence was studied by educational experiment method.First of all,after sorting out and summarizing the junior high school biology textbooks of the People’s Education Edition,it was determined to take "Green Plants in the Biosphere",the first volume of the seventh grade of the People’s Education Edition,as the teaching content of practical research,integrated class teaching into unit teaching,and combined the two teaching clues of core concept construction and scientific inquiry ability.Quantitative evaluation of exploratory experiment work order and hierarchical evaluation of mind map were used to guide the teaching of design unit.Then,six classes in the school where the author teaches carried out a six-week biology classroom teaching practice in junior high school.The experimental group adopted the unit teaching mode,while the control group adopted the traditional class teaching mode.Finally,the academic performance of the experimental group and the control group was analyzed from five aspects: life concept,scientific thinking,scientific inquiry,social responsibility and total score.It shows that unit teaching based on the core competencies of the subject was helpful to improve students’ academic performance.Using the Price Weight System of Junior High School Students’ Biological Experimental Inquiry Ability Based On Worksheet,this paper analyzes the scientific inquiry ability of the experimental group and the control group as a whole and six links respectively,which shows that the unit teaching based on discipline core literacy has advantages in the cultivation of scientific inquiry ability.The concept construction level of experimental group and control group was analyzed by using mind Mapping Evaluation Table Based on SOLO Classification Theory,indicating that unit teaching based on discipline core competencies is conducive to the construction of concept system.3.After the experiment,30 students in the experimental group were selected to conduct on-site interviews to obtain their attitudes and feelings towards unit learning:Most students agree with this teaching method and think that their ability has been improved through unit teaching.Network interviews were conducted with 20front-line biology teachers from the whole city to obtain their opinions and suggestions on unit design teaching based on core subject literacy:Most teachers believe that unit teaching is an effective strategy to develop students’ core competence,and most teachers agree that unit teaching is an effective strategy to develop students’ core competence.However,the implementation and promotion of this teaching mode also faces many obstacles and requires cooperation and support from various aspects.The conclusions of this study are as follows: 1)Diversified performance evaluation quantitative system can implement the core competence education goal;2)Unit teaching can develop students’ core quality of biology subject;3)Unit teaching based on discipline core accomplishment can realize classroom transformation;4)Unit teaching based on subject core competence can promote teachers’ professional development.Suggestions on effective use of unit design teaching strategy in biology classroom teaching are put forward:(1)To construct the authentic context;(2)To create conversational practice;(3)Future-oriented evaluation.This study proves that unit teaching is an effective teaching strategy to realize the development of the core competence of biology in junior middle school,provides new ideas for classroom transformation for teachers,and enrichis and develops the research of unit teaching mode pointing to the core competence of the subject to a certain extent. |
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