The Investigation Of Creating Situation For Biological Teaching Of High School In The New Curriculum

With the advancement of curriculum reform, more and more educators realize that the importance of situational teaching in biology teaching, and numerous educational practices have been explored. Although most teachers in the new curriculum lessons can actively create a problem situation to guide the students to participate learning, the effectiveness of such practice has barely been achieved, majorly because of lacking of profound understanding the situational teaching, and the target and meaning of creating context.In addition, educators pay attention to the classroom teaching strategy in general of theory explanation, or deeply research doing just for one case of classroom teaching. But the research for the utilization of the whole system of new teaching material, the classification guide to different teaching situation and the reflection of invalid situation teaching is poor. Therefore, creating an effective situational teaching appears necessary and demanding.To solve these, in this thesis, the author has come back several solutions based on her own and her coworkers'experiences, the current educational and teaching theories like constructionism and the New Course Concept, from the researches about teaching practice, through to the classification, analyze these teaching examples of China's high school biology situation to describe and analyze the status quo, we point out that related problems in the process of teaching and explore the law of teaching situation in high school biology classroom. Overall, the study and practice on situational teaching promote effective education, and therefore will enrich and perfect the high school biology teaching theory.