Research On Biology Unit Teaching In Senior High School Based On Core Literacy

In recent years,the term "core literacy" has become a hot term in China’s educational research.Focusing on the field of biology,with the continuous promotion of the eighth basic education reform,the Ministry of Education promulgated the General High School Biology Curriculum Standards(2017 edition)in 2018,which marked the further implementation of the core literacy level in biology.In the past,teachers mostly taught in "lessons" and "units" according to the order of the textbook,which not only led to fragmentation of knowledge,but also hindered the development of systematic thinking of students.Professor Cui Yunguo pointed out that "the design of large units that point to core literacy is an inevitable requirement for the development of quality education and a key path to implement core literacy".With this concept as a guide,in order to solve the phenomenon of one-sided knowledge in high school biology teaching,enhance students’ overall grasp of knowledge and implement students’ core literacy,this study conducted literature collection and investigation during the educational internship,and carried out teaching research in conjunction with the new version of the Human Education New Edition high school biology Compulsory 1 textbook used in Qingdao,Shandong Province.Based on Gestalt psychology,constructivist teaching theory and embodied cognitive education theory,this study investigated the definition of core literacy and large-unit teaching in biology and the current research progress at home and abroad by reviewing relevant materials and literature;investigated the current understanding and application of large-unit teaching by high school biology teachers through questionnaires,compiled and analyzed the relevant data,and used the current data as the basis to The basic design process of large-unit teaching was conceived based on the current data;the content of the new version of high school biology textbook was reorganized and arranged,and the core concepts in the standard were used as a guide and the important concepts were used as a basis,and the case study method was used to construct two large-unit teaching plans,namely,"the material composition of cells" and "the course of cellular changes"."Finally,we put the theoretical contents into practice and tested the effectiveness of the large unit teaching by analyzing students’ mind maps,designing interviews and analyzing students’ academic performance during the teaching process.Finally,the theoretical content was put into practice,and the effectiveness of the large unit teaching was tested by analyzing the students’ thinking maps,designing interviews and analyzing students’ academic performance.This study combines the theory of large-unit teaching with high school biology teaching,and proves that the implementation of large-unit teaching can promote students’ knowledge sorting and problem-solving abilities,effectively improve students’ behaviors,enhance students’ academic performance and promote the achievement of core literacy goals.In addition,it is hoped that this dissertation study can provide teachers with ideas for large-unit instructional design and provide some reference and reference for educators in general.