Research On The Unit Teaching Of Biology In High School Based On Core Literacy

With the deepening of basic education reform and high school curriculum reform,“core literacy”has become the focus of high school teaching practice and research.The High School Biology Curriculum Standards(2017 edition)(hereinafter referred to as the Curriculum Standards)proposes four dimensions of the core literacy of biology in high school,which requires teachers to change teaching methods and strategies actively,and think about how to better cultivate students’ core literacy and promote students’ all-round development.Many studies have shown that unit teaching practice is an important way for teachers to cultivate students’ core literacy.The division of units is based on the corresponding conceptual requirements in the Curriculum Standards.Therefore,units can be either chapters in textbooks or learning contents reconstructed around the major concepts of the subject.Therefore,based on the requirements of major concept 4 in the Curriculum Standards,this paper takes the sixth chapter “Evolution of Biology”of the second compulsory textbook as a unit to carry out unit teaching practice and explore its effectiveness in the development of students’ core literacy.On the part of literature review,the writer reviews the researches on core literacy and unit teaching at home and abroad.Combined with the previous research results and relevant experience,the implementing principles and specific methods of high school biology unit teaching design based on core literacy are determined.Therefore,according to the principles and methods mentioned above,take the unit of “biological evolution” as an example,further in-depth study’s unit teaching objectives,teaching situation,teaching priorities and difficulties,teaching strategies and evaluation methods are determined.In the process of teaching design,this paper grasps the dimensions of core concepts and the requirements of the Curriculum Standards,and guides students to build the core concept system,so as to find the connection between details according to the system.Based on the teaching process and teaching results,the feedback evaluation is carried out.According to the above teaching design scheme,this paper takes two classes in grade one of Weihai No.1 Middle School as the practice objects,and takes the unit of“Evolution of Biology”as an example to carry out the teaching practice for two months.Through multi-angled evaluations and comparative analysis,the corresponding research results are as follows:(1)Through the questionnaire survey,it is found that most of the teachers agree with the role and value of unit teaching,but their understanding of unit teaching and core literacy needs to be improved.Despite the fact that the teachers are aware of the shortcomings of traditional teaching evaluation methods and try to use various forms to evaluate the teaching effect,the lack of effective unit teaching strategies makes it difficult to give full play to the advantages of unit teaching.In addition to that,although most students can recognize the role of unit teaching,have a high acceptance of unit teaching,and have a strong interest in biology,the teaching level of teachers and the complicated biological knowledge system have greatly affected students’ interests in learning biology.Moreover,in the actual teaching,the existing biology teaching is still biased towards the traditional teaching mode,the unit teaching is not well carried out,and the students’ mastery of knowledge needs to be improved.(2)Under the guidance of the Curriculum Standards,the writer analyzes the contents of the sixth chapter“Evolution of Biology”of the second compulsory textbook“Genetics and Evolution”of the People’s Education Press.After defining the teaching objectives,contents,priorities and difficulties of the unit,the writer formulates effective unit teaching strategies.Based on the feedback evaluation of the teaching process and the summary and evaluation of the teaching content,the writer takes the first section“Evidence of Common Ancestors of Biology” and the second section “Formation of Natural Selection and Adaptation” as examples to improve the teaching design with the aims of guiding students to understand that living things evolved from a common ancestor,as well as the process of biological evolution.(3)The teaching effects of the practical class and the ordinary class were compared and analyzed from three levels: the analysis of unit test questions,the analysis of unit test results and the analysis of unit evaluation results.The teaching practice results showed that the students basically met the requirements of level 1,level 2 and level 3 of core literacy,basically understood the evidence description and analysis of “organisms evolved from a common ancestor”,and mastered key concepts such as species and populations,distinguished between different concepts,and basically had the ability to apply concepts to biological situations or give biological explanations to given facts and evidence.However,students ’ comprehensive use of knowledge still needs further development,and the ability of cross unit association needs to be improved.This also shows that the disadvantages of previous teaching and the advantages of unit teaching design.Through the comparative analysis of the results of the practical class and the ordinary class,teachers’ elf-reflection and expert teachers’ feedback,it can be seen that unit teaching based on core literacy is beneficial to improving students’ learning ability and efficiency,promoting the development of students’ core literacy,and developing students’ ability to solve problems.Therefore,in the process of future unit teaching design and practice,teachers are supposed to change outdated teaching concepts,attach great importance to students’ knowledge acquisition,practical training and social responsibility formation,promote the all-round development of students’ core literacy,and form a good and harmonious course.Schools should also vigorously support and promote unit teaching to promote the implementation of core literacy.