| To further optimize the structure of biology curriculum for junior high school,it is necessary to design the curriculum according to the theme content,in which the teaching priorities are highlighted,the presentation forms are optimized.These methods can unify the course objectives,content,and evaluation.Students are promoted to understand and apply biological concepts,and to develop core biological literacy.The above is proposed by the "Biology Curriculum Standards for Compulsory Education(2022 Edition)".Therefore,teachers are required to design and carry out integrated unit teaching based on the subject content and core accomplishment.In order to optimize teaching content and structuration of students’ biological knowledge,lay the ability for students to link theory with practice,and further implement the teaching goals and develop the core literacy,the ADDIE model is chosen for junior high school biology unit teaching design.The author carried out a practical research on unit instructional design of junior high school biology based on ADDIE model.Firstly,through the literature method,the research status of ADDIE model and unit instructional design was summarized,and it is found that there are few researches on the unit instructional design of junior high school biology based on ADDIE model.At the same time,the concept of unit,unit instructional design and ADDIE model was defined,and the theoretical basis of construction theory,Gestalt psychology,learning transfer theory and multiple intelligence theory were expounded.Secondly,by interviewing junior high school biology teachers of the internship school,the understanding and application of the teachers on unit instructional design,and their views on ADDIE model and its application in unit instructional design were obtained.Meanwhile,questionnaires were used to understand students’ mastery of the content of "biological diversity" and the development of key competence.To sum up,this paper takes the theme of "biological diversity" as a large unit,and uses the process of ADDIE model for unit instructional design.This paper(A)analyzes the important concepts and academic requirements of "biological diversity" in the new curriculum standard,as well as the content of "biological diversity" in the version of Phoenix Science Press,and the students’ existing knowledge,thinking and emotions about "biological diversity".Based on the analysis,the theme of "biological diversity" is divided into four units(major groups of plants,major groups of animals,major groups of microorganisms.biological diversity,its exploitation and conservation),and teaching objectives teaching hours,teaching contents,and the evaluation of the units are also(D)designed.Based on the analysis and design,the paper D(develops)the content,teaching situations,and exercises about "biological diversity" in the version of Phoenix Science Press and PEP.Based on the unit instructional design prepared by the above steps,four classes were selected from the internship school according to the academic records of the students,and independent sample T(test)were conducted to form the experimental group(Class 715,Class 717)and the control group(Class 714,Class 716).By using educational experiment method,the unit instructional design based on ADDIE model for junior high school biology was conducted for Group I for three months.During this period,classroom observation method is used in each class to analyze the classroom observation results and the students’ exercises,and evaluate whether the teaching objectives of the instructional design are achieved,to promote the continuous improvement of teaching cases(this paper gives a total of four cases).The design of the large unit of "biological diversity" is evaluated from four aspects:1.SPSS software is used to conduct independent sample T(test)for the exercises results,and the achievement of the experimental group students are evaluated based on the data.2.The development of key competence is evaluated through the analysis of the unit exercises results.3.By analyzing the interview results of students,the acceptability and feasibility of junior high school biology unit instructional model based on ADDIE model is evaluated;4.The learning autonomy of students and their ability to apply theory to practice are evaluated through their performance in practical activities.Through the analysis of students’ classroom observation scales,unit test scores,interviews and practical activities,the results of unit instructional design for junior high school biology based on ADDIE model are obtained:1.The model can improve the knowledge structure of " biological diversity" of seventh grade students,form their long-term memory and effectively improve students’academic performance.2.It can improve students’scientific thinking of classification,induction and summary,help analyze and solve practical biological problems,form and develop t biological structure and functional view,evolutionary view,adaptation view,and ecological view;3.Strengthen the integrity of unit instructional design of "biological diversity",clarify what to learn,how to learn,what to master and realize the integration of teaching and evaluation.4.The results of the unit evaluation will help teachers understand the quality of their instructional design and facilitate their professional development. |
