Teaching Design And Practical Research Integrating Advanced Learning In Biology And Problem Solving

With the promulgation of the new curriculum standard system for various subjects in senior high schools,a new round of curriculum reform has begun.A major feature of this new curriculum reform is that each subject focuses on the condensed core literacy of the subject,and organizes and refines the core ability and key character of the students.In the 21 st century,there has been a wave of change in the field of science education with advanced learning as the key word.The continuous integration and development of advanced learning theory provides an important way to condense core literacy.In this context,"integrated progression" came into being.It systematizes the learning progression that has been developed,and is a cognitive model that integrates disciplinary concepts with the advanced development of key abilities.Guided by the educational concept of "integration and development",this research explores the instructional design of advanced conceptual learning and problem-solving integration.Through theoretical research,the advanced developmental hierarchical model of concept learning and the advanced developmental hierarchical model of problem solving are proposed,and the two are integrated to propose an integrated theoretical framework with advanced biological concept learning as the main line and problem solving as the scaffold.Under the guidance,an advanced teaching design model for conceptual learning based on problem solving was constructed,and "photosynthesis and respiration of green plants" was selected as the teaching content,and the teaching plan was compiled under the guidance of the teaching design model developed in this study.Check the effectiveness of instructional design.The research attempts to solve the following problems: how to describe the cognitive development path that students will experience in the learning of biological concepts;how to divide the advanced level of problem solving,and use its scaffolding function to carry out advanced learning of biological concepts;Whether the teaching design integrating order and problem solving is feasible in teaching and whether it can achieve good teaching effect.A two-week educational experiment was conducted in the practice school.Two parallel classes in the first grade were selected through investigation to teach the photosynthesis and respiration of green plants.Except for the different teaching designs used in the two classes,and other experimental conditions were the same.After the teaching,the students’ performance data were collected using the "Students’ Biological Learning Questionnaire" and the test papers at the end of the chapter.After analysis,the following conclusions were drawn: Junior high school students have difficulties in the construction of biological concepts,and their problem-solving ability is low;the learning of biological concepts is advanced.The teaching design model integrated with problem solving is feasible;compared with traditional teaching,the teaching design integrating advanced biological concept learning and problem solving can better develop students’ emotional attitudes,improve the mastery of biological concepts and the level of problem solving.According to this,three teaching suggestions are put forward: apply the advanced integrated learning to teaching practice;the teaching design based on the advanced integrated learning should pay attention to the students’ original cognitive level and life experience;pay attention to problem solving in concept teaching effect.The innovation of this research is that the integration of advanced concept learning and problem solving is realized for the first time in biology teaching.Under the guidance of the theoretical framework,a teaching design model integrating advanced biological concept learning and problem solving was constructed,and based on the teaching model,the teaching design of the photosynthesis and respiration chapters of green plants was developed,which provided new ideas for front-line teachers.teaching design ideas.