A Practical Study Of Backward Design Model In High School Biology Teaching

With ongoing curriculum reform of high school biology and the implementation of the New Curriculum Standard,the fundamental task of senior high school biology teaching at this stage is to cultivate students’ key competences in biology as well as to enhance their problem-solving skills in real-life contexts.backward design model,whose ultimate goal is to inspire students’ “long-lasting understanding” — the ability to solve problems using the knowledge and skills they have learnt— is highly compatible with the philosophy of the New Curriculum Standard.Based on this fact,this study tries to look into the application of backward design in high school biology teaching,so as to provide reference for teachers trying to carry outkey competences oriented teaching design.On the one hand,the author first adopts literature research method to analyze the status quo of researches concerning backward design both at home and abroad,and then attempts to clarify the concept of it and classify the core ideas behind it,which serves as theoretical basis for this study.Besides,the author uses questionnaires to research the current situation of high school biology teachers’ teaching design and of senior one students’ biology learning,which provides practical basis for this study.On the other hand,the author,by combining the core ideas of the backward design,thekey competences of biology and the teaching reality,proposes the application strategies of backward design,which is illustrated by the large unit design of “cell metabolism”.In the meanwhile,the author uses the section “The process and principles of cellular respiration” as an example to show how to design teaching under the framework of large unit design,which is followed by a practical example of the backward design.In this study,two classes with similar academic performance and learning atmosphere are used to carry out the three-month research,with class 13(the experimental class)using backward design and class 22(the counterpart)using traditional teaching design.The author,by means of questionnaires and final examinations,compares the changes in students’ key competences and academic performance of the two classes,and thus determine the effectiveness of backward design in cultivating students’ key competences.Besides,by interviewing teachers and students,the author tries to evaluate the effectiveness of backward design and provide teachers with teaching suggestions and assistance.The results of the study shows that,in terms of final examination results,Class 13 get higher overall scores than Class22,and score higher on the questions within the fourkey competences dimensions.In terms ofkey competences development,the post-test p-value for the fourkey competences dimensions of class 13 is less than 0.05 than that of class 22,and the pre-test and post-test p-value for the fourkey competences in class 13 is less than 0.05,with most of the students’ levels in the fourkey competences dimensions reaching standards of excellent and good,which indicates the use of the backward design can significantly improve students’ key competences.According to the result of teachers interview,backward design guides teachers in theirkey competences oriented teaching design,and this model transforms students’ attitudes and learning styles in biology classes.At the same time,the result of students interview shows that the classroom with backward design model is more dynamic,thus enhancing students’ learning efficiency,effectiveness,interest and problem-solving skills.The findings of this study are as follows:(1)backward design helps high school biology teachers achieve scientific teaching design.(2)backward design can cultivate students’ interest in learning and transform their learning styles,thus contributing to their comprehension.(3)backward design can promote students’ key competences.In summary,this study provides concrete strategies and examples of the application of backward design,which can serves for high school teachers to buildkey competences oriented classrooms and helps cultivate students’ key competences at the same time.