Instruction and Learning Overall Design for High School Biology (First Semester) (Teacher's Book) (Third Edition): Teacher's Book (First Semester of Grade 11)

Author: Zhang Guosheng
Publisher:
Publish Date: 2004-05-01
Features: Reflects the laws of learning psychology, refines classroom teaching processes; optimizes the synchronized structure of teachers and students, enhances the efficiency of teaching, practice, and assessment! Discover an effective operational carrier for improving classroom teaching and learning effectiveness, and build an interactive platform for teachers and students that aligns with the philosophy and model of quality-oriented education! The "Teaching and Learning Holistic Design" series is a highly influential supplementary book. Through holistic teaching and learning design, it showcases templates for teacher-student interaction in classroom teaching and provides rare materials and well-crafted exercises found in few other supplementary resources, earning the of a broad readership. In the newly revised edition of this series, its guiding principles are reflected in the following aspects:
(1) Organic integration of curriculum and teaching; The "Teaching and Learning Holistic Design" series designs a "working curriculum," which refers to the curriculum actually implemented in the classroom, also known as an "experiential curriculum." The teaching content designed in this series is no longer just a carrier of specific knowledge but rather the process in which teachers and students jointly explore new knowledge. Teachers and students are integral parts of the curriculum and act as interacting subjects. Teachers are the curriculum—they are not isolated from it but are an integral part, a creator, and the main subject of the curriculum; students are equally creators and subjects of the curriculum. The series emphasizes teacher-student interaction and has created an effective interactive teaching platform. Teaching and curriculum transform and mutually promote each other, organically integrating into a whole. As a result, the curriculum becomes a dynamic, growing "ecosystem" and a complete culture.
(2) Effective control of classroom teaching; In the classroom, the reception of curriculum knowledge generally includes three aspects: Type A: Knowledge provided by textbooks and teaching reference materials; Type B: Personal knowledge of the teacher; Type C: New knowledge generated through teacher-student interaction. According to the requirements of the new curriculum philosophy, the knowledge provided by textbooks should be maximally transformed into teacher knowledge and new knowledge generated through teacher-student interaction. This changes the ratio of the three types of curriculum reception knowledge (A, B, and C).
(3) A platform for personalized teaching; The student textbook was separated from the teacher textbook after the revision of the teacher textbook. The student textbook is synchronized with the teacher textbook while also being a standalone book, maintaining the completeness of the student textbook. At the same time, the student textbook retains the core content of the original series, such as the teacher-student interaction section, which is centered on the teacher in the teacher textbook. In the student textbook, it is presented in the form of student lecture notes, emphasizing the process of "learning" by students. Relevant materials can be transformed into questions, fill-in-the-blanks, or other related scenarios. The remaining sections are synchronized, such as lesson assignments and unit materials. Among them, the background material section is more comprehensive in the teacher textbook, while it is more concise in the student textbook.