The Instructional Design And Practice Of Cultivating Biological Structure And Function View In Junior High School

The Biology Curriculum Standards for Compulsory Education(2022 Edition)clarifies the key competencies of biology that students need to develop.Among them,the concept of life is the unique key competence of biology,which embodies the educational value of biology,and the structure and function view of biology is a discipline concept refined on the biological facts and concepts that students are most familiar with and is the cornerstone of the concept of life.Since the new curriculum standard has just been released,there are not many practical studies pointing to the cultivation of life concepts in junior high schools,and even fewer practical studies that go deep into the structure and function view,but there are rich contents related to the structure and function view in the junior biology textbooks of middle school.Therefore,this study is based on the PEP(People’s Education Press)biology textbook of the seventh grade,selects the structure and function view for teaching practice research,and constructs an effective teaching design for cultivating the structure and function view via literature research and current situation investigation,hoping to benefit the implementation of the structure and function view in the front-line teaching.The research methods involved in this study include literature method,questionnaire method,interview method and experimental method.Firstly,through literature analysis,the connotation of structure and function view and the current status of relevant research are understood.Secondly,through teacher-student questionnaires and teacher interviews,the potential problems of structure and function view in teaching are comprehensively analyzed.Then,through the analysis of course standards and textbooks,combined with the literature research,the teaching improvement strategy are pointed to the existing problems,and the instructional design towards structure and function view is constructed based on the first principles of instruction as the main theoretical basis of teaching design,including focusing on the problem,rousing the original knowledge,demonstrating the new knowledge,practicing and applying.Finally,through teaching experiments,the effect of this teaching design in cultivating structure and function view in actual teaching is explored.The survey results show that the existed problems in the current cultivation of structure and function view in teaching are: some students have negative participation,insufficient understanding of biological concepts,and mechanical memory of knowledge,which hinder the construction of structure and function view;although teachers recognize the importance of cultivating students’ structure and function view,they return to the knowledge-based teaching concept in actual teaching,rarely provide students with opportunities to construct concepts,fail to give full play to students’ main position when using diversified teaching strategies,and the cultivation of structure and function views is not effectively reflected in teaching.After applying the instructional design towards structure and function view,the practical results show that the students’ class participation in the experimental class has been improved,the conceptual understanding has been improved,the understanding of structure and function view has been improved,and students can initially think about problems in life from the perspective of structure and function.Based on the entire teaching practice process,the conclusions are as follows:(1)the cultivation of structure and function view requires the joint efforts of teachers and students;(2)the cultivation of structure and function view is inseparable from concept teaching;(3)the cultivation of structure and function view depends on the intervention of real situational problems;(4)the instructional design based on the structure and function view has a certain effect.