An Analysis Of General High School Biology Concepts Based On The Objective Matrix Method

Since the "Big Concepts" was introduced into the field of education research,new ideas and methods have been created.Chinese general high school biology courses advocate"focusing on big concepts",that is,taking big concepts as the main line of arranging course content,and rationally arranging the order of teaching and course allocation.Since the "General High School Biology Curriculum Standards(2017 Edition)" was promulgated,a large number of studies on the curriculum standards have emerged in the academic community,but most of the research topics are discussions on core literacy and teaching practices,there is a lack of theoretical research on big concepts.The objective matrix method is a type of logical analysis method,because of its strong operability and high degree of visualization,it is widely used in the field of textbook analysis.The purpose of this research is to find out existing or potential problems through in-depth investigation of the current status of high school biology teaching based on big concepts;use the objective matrix method to systematically and visually analyze the big concepts of high school biology;finally,explain the problems found in the status survey combined with the results of the visualization of the big concepts of biology and propose solutions.This research content includes the use of questionnaire survey method to investigate the current situation of high school biology teaching based on the big concept and the analysis of the big concept of high school biology with the aid of the objective matrix method.The research methods are questionnaire survey method,mathematical statistics method and expert survey method(Delphi method).Through the above methods,the research conclusions are drawn:The current situation of high school biology teaching based on the big concept is not optimistic.Although teachers and students have a positive attitude towards teaching based on the big concept,the relevant skills are lacking;The big concepts of high school biology compulsory module has a close logical connection and clear hierarchy,but its affiliation and sequence are not exactly the same as those shown in the "Curriculum Standard".Combining the analysis results of the big concepts of biology to explain the problems found in the status quo survey:teachers and students can not grasp the implicit relationship between different big concepts of biology,which makes it difficult to carry out teaching or studying based on the big concepts.