Application Of S - T Analysis In Biology Classroom Teaching In Senior Middle School

In the era of Big Date, under the requests of new curriculum reform, teachers, the dominant players of teaching, the promoters for study of students, the researchers of education and teaching, should keep pace with the times. They should analyze classroom teaching process by combining the data with teaching practice for the development trend of further education. As a simple and effective method of quantitative analysis, S-T (i.e. Student-Teacher) analysis is a kind of objective and effective quantitative teaching analysis. It transforms the teaching process into the form of the data for analysis, which should be helpful for teachers to teaching reflection and teaching research objectively.In this study, S-T analysis, classroom observation and case study were used to analyze site videotaped observation of three biology teachers from Hanjiang middle school in Jiangsu Province, and a comprehensive analysis on teaching behaviours and teaching modes were made according to these videos. The results showed that too much interaction between teacher and students could enliven the classroom atmosphere, but it does not conducive to master new knowledge firmly for students. Meanwhile, the interaction among students should be advocated to avoid the single interaction.Multi-sample analysis was also used to summarize the general characteristics of high quality biology classes in senior high school in this study, and the result showed that balance type was usually adopted in new teaching mode, which focused not only on the interaction between teacher and students but on students’cooperative inquiry. Lecture type was always used in review lessons which paid attention to sort out the knowledge, and practice teaching type was used less often. Enlighten on teaching were obtained as follows:effective interaction between teachers and students should be increased properly to improve teaching efficiency, time be distributed rationally to teacher and students in the classroom; role-exchanging between teacher and students be tried appropriately; a variety of teaching methods and forms be applied to enrich the content of classroom teaching.This paper is composed of five parts. Part Ⅰ is exordium, which introduces the background of the topic, the relevant reports on classroom interaction analysis at home and abroad, purpose and significance of this study. Part Ⅱ includes some theories supported the viewpoints of this article and conceptions of teacher-student interaction, teaching behavior, classroom teaching evaluation and so on. In part Ⅲ, videos of three biology teachers from Hanjiang middle school on "ATP and enzyme" were studied. The video analysis consisted of four steps:teaching behavior division, data collection, S-T diagram drawing, Rt-Ch diagram and teaching mode analysis. According to the analysis results, teachers should be encouraged to reflect on teaching so that they could find and correct teaching shortcomings, and enforce teachers’ specialization. In part IV, some high-quality biological lessons were studied in order to find out teaching model suitable for biological classroom. Part V is the summary and forecasting for this research, some teaching enlightens are obtained, and the limitations of the research are introspected.