| The new curriculum reform puts forward new requirements and challenges for senior high school biology teachers,and it also pays more attention to the improvement of students’ learning interest and independent inquiry ability.The general teaching activities can no longer meet the needs of teachers’ professional growth and professional quality development in the new era.so teachers must constantly adjust teaching strategies to meet the needs of the new curriculum reform.The heterogeneous teaching cases of the same course is just one of the effective ways to improve teachers’ professional skills,optimize teaching design and improve students’ teaching efficiency.The purpose of this study is not only to improve the cognition of front-line biology teachers to promote the cultivation of students’ key biological competencies,but also to meet the requirements of biology teachers’ professional growth,enrich the examples of biology teaching design,and provide certain theoretical and practical basis.This article consists of five chapters.The first chapter is an introduction,mainly explaining the background,purpose,significance,content,and methods of the research topic.The second chapter provides a conceptual definition of core competencies,heterogeneity within the same course,and instructional design,and discusses the theoretical foundations of this article: constructivist theory,subject teaching knowledge theory,and teaching process optimization theory.The third chapter is a questionnaire survey and interview study on the current situation of heterogeneous teaching in high school biology under core literacy among first year students and some biology teachers in a certain high school in H city,to analyze the cognitive situation of teachers and students towards the core literacy and heterogeneous teaching in high school biology.The fourth chapter is a comparative study of teaching cases “The Material Input and Output of the Cell” and “The Material Input and Output of Cells” from the perspectives of teaching process,teaching design,and teaching effectiveness,starting from the perspective of learning situation.Different teaching methods and strategies are explored to better serve different learning situations.The fifth chapter is to clarify the conclusion and outlook.In view of the problems in the paper put forward the corresponding strategies,and make reflection and prospects.In summary,this study can conclude that conducting heterogeneous teaching activities with the same topic can promote the mutual connection and penetration of knowledge and skills among biology disciplines,thereby achieving a win-win situation of improving classroom teaching efficiency and comprehensive development of students. |
