A Study On The Teaching Practice Of High School Biology Review Course Oriented By Big Concept

Since the 21 st century,science and technology has developed rapidly and knowledge updating has accelerated,which puts forward new requirements for talent training.Therefore,the Ministry of Education proposed the basic concept of "focusing on big concepts in content" in Biology Curriculum Standards for Senior High Schools(2017 Edition,2020 Revision),emphasized the principle of "less but better",advocated the structuring of curriculum content,and paid attention to promoting the implementation of core literacy of subjects with big concepts as the core.It can be seen that big concept teaching has become an important link in the current education reform.In order to promote the introduction of big concept teaching into biology classroom,the author starts from high school biology review class and tries to implement big concept through hierarchical and progressive review process.Under the guidance of structural teaching theory,constructivism learning theory and knowledge integration teaching theory,firstly,through literature research,this thesis reviews the research status of big concepts and review courses at home and abroad,and theoretically demonstrates the feasibility of implementing big concepts through review courses.Secondly,through questionnaire survey and teacher interview,we understand the current situation of high school students’ learning of biological concepts and the actual situation of teachers’ implementation of big concepts.Through survey statistics and analysis,it is found that teachers and students generally hold a positive attitude towards the implementation of big concepts in review class,but in the actual review teaching,students have a single way to construct big concepts.Moreover,due to the limitation of subjective and objective conditions such as teachers’ personal energy and the number of class hours,there is less systematic review teaching,so the structural effect of biological concept is not ideal at present.Thirdly,in view of the problems found in the investigation,according to the research results of the literature review,the teaching design principles of the review course oriented by the big concept are put forward,which are systematic principle,hierarchical principle and situational principle.Then,based on the above principles,the basic process of teaching design of review course oriented by big concept is constructed,including the determination of big concept,the analysis of concept level,the construction of review unit,the formulation of review plan,the core quality,the preparation of review objectives,the identification of main problems,the creation of real situation and the design of evaluation tools,and the teaching feedback.And the big concept of "Molecules and cells","Concept 2 cells need energy and nutrients for survival,and realize proliferation through division",is selected to explain the teaching design.Based on the above analysis,chapters and unit review courses are designed according to the teaching implementation link.Finally,experimental research method is used to test the effectiveness of the implementation of big concepts in the review teaching of this study.The author selects two homogeneous classes in a senior high school in Weifang City,determines the control class and the experimental class according to the principle of random sampling,and carries out differential teaching for 4 months.The control class adopts the conventional review teaching,and the experimental class adopts the big concept-oriented review teaching.Through knowledge integration tests,concept mapping,and subject core literacy self-assessment forms,it is found that the learning effect of the experimental class is overall better than that of the control class.This indicates that review teaching guided by big concepts plays a promoting role in forming and understanding big concepts,constructing a structured concept system,and developing core literacy of subjects.In conclusion,this study applies the large-concept-oriented review course to high school biology teaching,which can not only provide theoretical support for the big-concept teaching,but also provide a teaching case reference for the implementation of the big concept in high school biology,which is helpful to optimize the biology classroom and improve the review efficiency.