Design And Practice Research Of High School Biology Unit Teaching Based On "Big Problem" Teaching

The "General High School Biology Curriculum Standard(2017 Edition,2020Revision)" points out that the content focuses on big concepts,requiring teachers to break the restrictions between class hours and class hours.Through unit teaching,it is possible to break the limitations of class hours,promote the generation of concepts through units,infiltrate core discipline literacy,and enable students to better achieve in-depth learning."Big Question" teaching is a process of creating situations,conducting activities,and learning based on "Big Question",and ultimately pointing to "Big Question".The combination of its problem-based and problem-creating characteristics with unit teaching can solve the problems of excessive independence between class hours and difficulty in creating unit situations in unit teaching.Based on this,I attempt to integrate "big problem" teaching into unit teaching,and launch research on high school biology unit teaching design based on "big problem" teaching.This study uses literature research,questionnaire survey,interview,and experimental research methods.Firstly,the author uses literature research methods to summarize and analyze the literature on unit teaching and "big problem" teaching at home and abroad.Secondly,the author conducted a survey of the current situation of high school biology unit teaching through questionnaires and interviews,and analyzed the existing problems in high school biology unit teaching.Thirdly,the author integrated "big problem" teaching into unit teaching,developed a general process for high school biology unit teaching design based on "big problem" teaching,and selected the important concept "2.3" in high school biology module 1for case design and practical teaching.Finally,the author uses concept maps,academic performance,and student interviews to analyze teaching practice results.The results of practical research indicate that: firstly,unit teaching based on "big problems" helps students build a concept system.According to the comparison of the pre and post test scores of the concept map between the experimental class and the control class,the ability of the experimental class students to build a concept system has significantly improved.Although the ability of the control class students to build a concept system has also been enhanced,the significance of the improvement is not as significant as that of the experimental class students.Secondly,unit teaching based on "big problems" is beneficial for promoting students’ deep learning.According to the evaluation results of the concept maps of the experimental and control classes,it can be seen that after teaching practice,the number of students in the experimental class reaching the level of deep learning is higher.Thirdly,unit teaching based on "big problems" has a positive impact on students’ academic performance and learning motivation.