Unit Teaching Design And Applied Research Of High School Biology Pointing To The Construction Of Important Concepts

The General High School Biology Curriculum Standards(2017 edition,2020 revision)clearly put forward the basic concepts of biology curriculum such as "core literacy as the purpose" and "content focus on big concepts",forming a curriculum content framework of"big concept-important concepts-secondary concepts".The curriculum content framework of "major concepts-minor concepts" has also triggered front-line teachers and educational researchers to rethink the teaching of biology curriculum:What is the relationship between the big concepts and the framework of high school biology textbooks?How to learn the big concepts to promote the development of students’ core literacy in biology?The content framework of the curriculum standards shows that the important concepts of biology are at the center of the subject,which are theories,explanations,and principles about the nature of life and the core issues of biology,and also have a unifying effect on general biological facts and concepts.The use of important concepts as a basis for sorting out related knowledge and systematically constructing teaching units not only meets the content requirements of curriculum standards,but also conforms to the internal logic of subject knowledge and the law of students’ cognitive development,and teaching pointing to important concepts is one of the key ways to implement students’ core literacy in biology.Therefore,this study attempts to propose the process and cases of teaching design of units pointing to the construction of important concepts and apply them to teaching practice,in order to provide theoretical support and practical reference for front-line teachers to carry out teaching of big concepts.Firstly,this study compares the current situation of domestic and international research on important concept teaching and unit teaching design through literature analysis method,and defines the concepts of important concept,unit and unit teaching design in biology;secondly,a questionnaire survey is conducted to understand the front-line biology teachers’knowledge of important concept teaching and the development of unit teaching design,which provides practical support for the subsequent study;then,under the guidance of the survey results and theoretical analysis,the basic process of unit teaching design under the perspective of important concept is summarized;finally,a case study is selected for design and applied to teaching practice.Through periodic practice and reflection,the following conclusions are drawn:(1)There are few researches on unit instructional design from the perspective of important concepts,and they focus on the path of unit instructional design,and lack of practice test.The important concepts of biology play a leading role in general biological facts and specific concepts,and can promote the formation of big concepts and life concepts.This is consistent with the goal of unit instructional design,reflects the feasibility and necessity of unit instructional design from the perspective of important concepts,and helps to implement the goals of "whole-person development" and "quality-oriented".(2)The unit teaching mode oriented to the construction of important concepts can improve the overall performance of students,help students to form concept network,realize the transfer and application of concepts,and then effectively promote the formation of life concept,which has application value and promotion significance in practice.The characteristics and innovations of this study include:constructing unit learning themes under the perspective of important concepts and conducting practical research on unit teaching at the high school level,which provides a new way to implement core literacy in biology with better relevance;analyzing the content of each unit learning theme in a textbook from the perspective of the concept of life in order to clarify the target direction of unit teaching design.