Research On The Design And Practice Of Biology Reverse Teaching In Senior High School Based On Life Concept

With the intensification of international competition,new challenges and opportunities are constantly filling various industries,and education is no exception.Under the rapid development of economy,science and technology and the profound change of society,China has put forward new requirements for improving national quality and personnel training quality,and core literacy has become the core content of current education and teaching.At this point,the curriculum teaching system centering on students,students’ learning and learning effect has gradually developed into the advanced teaching concept guiding the trend of our education reform.In 2001,we issued the outline of curriculum reform in basic education(for trial implementation)and began the new round of curriculum reform.The updating of the curriculum system and educational concepts prompts our country to change from the traditional curriculum based on textbooks or teachers’ experience to teaching based on curriculum standards.Biology Curriculum Standards for Senior High Schools(2017 edition revised in 2020)(hereinafter referred to as the“New Curriculum Standards”)combined with the nature of biology,put forward the core literacy of biology in four aspects: life concept,scientific thinking,scientific inquiry and social responsibility.Among them,the concept of life,as the symbol and key of the core literacy of the four disciplines of biology,is of great importance to coagulate fragmented knowledge and solve practical problems.As a teaching design mode based on curriculum standards,reverse teaching design aims to realize the integration of “teaching,learning and evaluation”.It emphasizes that evaluation design precedes teaching activities and integrates evaluation and teaching,which provides an effective way for teachers to implement the basic concept of “New Curriculum Standard”and cultivate students’ core quality of biology.Under the above background,this study conducts reverse teaching design and practical research based on the concept of life,in order to cultivate students to master scientific learning methods,improve classroom participation,and develop and form the concept of life through the cultivation path of “biological fact-concept-concept” and combining various teaching strategies and multiple evaluation methods.The research contents are as follows:(1)The literature review method is adopted to review the relevant theories and research results such as life concept and reverse teaching design,summarize the research status at home and abroad,raise questions,and clarify the research purpose and significance;(2)Questionnaire survey was adopted to compile and distribute questionnaires to find out the status quo of teachers’ cognition on the cultivation of life concept and reverse teaching design,and grasp students’ learning style of life concept;(3)Using the practice research method and based on the concept of reverse teaching design,this paper deeply explores the contents of Chapter 3 and Chapter 4 of Genetics and Evolution,the compulsory 2 of high school biology textbook for people’s education edition,and combines the unit teaching ideas to determine the overall teaching objectives and refine the class objectives,design the diagnostic,procedural and formative evaluation framework and evaluation criteria,and integrate the unit teaching cases.Two classes of senior one of a middle school in Guiyang were used as experimental subjects.(5)Comprehensively evaluate and analyze students’ life concept and cognitive development through multiple evaluation methods such as unit test questions,classroom observation and performance evaluation in a self-controlled way.The research conclusions are as follows:(1)The survey shows that front-line teachers are more inclined to the sequential teaching design of“teaching objective-teaching activity-teaching evaluation” due to the influence of individual energy,teaching progress and other factors,while the use of reverse teaching design for unit teaching is not common.(2)At present,teachers generally study the New Curriculum Standard and control the teaching materials in a more comprehensive way,have a more thorough understanding of the concept of life,and have a strong teaching consciousness of cultivating students’ concept of life.But the evaluation is still a little weak;(3)Through practical research,it is found that in biology teaching,reverse teaching design has certain feasibility and effectiveness in cultivating students’ concept of life.Reverse teaching design helps students to build a clear knowledge framework,deepen their understanding of the concept of life through performance tasks,and improve students’ concept of life literacy in the level test.Among them,the students in class(6)have the most obvious improvement effect in level 3,level 1,then level 2,and finally level 4.The students in class(7)have the best improvement effect in level 2,level 3,and finally,level 1and level 4 have no significant improvement effect.(4)Reverse teaching design is helpful to improve students’ learning habits and interests,effectively train students to master the learning methods of constructing fact and concept system,improve their ability to solve practical problems by using life concept,promote students to develop the habit of self-supervision,and form and improve the awareness of group cooperation.Among them,the improvement effect of the learning ability based on the concept of life is the most obvious,which indicates that the reverse teaching design is an effective instructional design to cultivate the concept of life.(5)Reverse teaching design is conducive to strengthening teachers’ interpretation of the New Curriculum Standard and further improving teachers’ professional quality;(6)Based on holistic thinking and systematic thinking,reverse teaching design establishes the overall structure of teaching objectives,effectively promotes the implementation of unit teaching,and provides an important way for the implementation of core literacy.