The Same High School Biology Teaching Contents Of Different Forms Of Teaching Effect

With continuous progressing and deepening of the new curriculum reform, all teachersand educators are pursuing to enable students to take the initiative and creativity to carry outthe research study as well as possible. The reform on new curriculum has made a series ofencouraging results,at the same time, however, it encountered some of the confusion anddifficulties, for example, fixed mode of inquiry, which was empty in contents and monotonyon the forms ,can be seen everywhere.John Richard Schrock (Richard Stone), who is expert in biological education, has saidsuch a sentence: the key point of a good lesson, lies not only in the medium of instruction ,but in the form of its the content.A series of questions need to be solved or demonstrated as follows: how to grasp theessence of the new curriculum reform? How to set up a correct view on the new curriculumreform? What can be do to convey a wealth of biological knowledge (teaching content) tostudents while taking use of appropriate forms of teaching? Whether or not should we changeall the teaching contents on every lesson and module into a single instructional form?Whether or not could every instructional form receive good teaching results?In this study, we chose 3 paralleled classes with the same background as theexperimental classes. For these experimental classes, we take 3 different methods, that is, thelecture teaching method, the experimental teaching and the panel discussion method, toimpart all contents of food fermentation and processing and the basic structure of the cells tothe 3 experimental classes respectively. The teaching effectiveness of the three experimentalclasses is analyzed and compared on the following 3 aspects: the score during propositionaltests, whether or not the learning interests and autonomy was improved throughquestionnaires, the view of monitoring teachers through interview. At last the preliminaryconclusion was drawn that: if the lesson content is evident, substantial and based on truth, ifthe design of lesson teaching schedule is appropriate, rational and orderly, if the teacherswere thoroughly prepared, ready to practice and investigate the teaching materials, all of thedifferent teaching forms with the same teaching contents should receive satisfactory resultsregardless of what forms of teaching were chosen.In this study, we also tried to present all 3 different kinds of teaching form during thesame lesson--food fermentation and processing, which participated into the school teachingcompetitions. During the competitions, our class teaching ranked at the top of the list andreceived a good result through the scores from judges and the interview with the judge teachers who had listen this teaching competitions.At last the preliminary conclusion wasdrawn that: all of the different teaching forms with the same teaching contents should receivesatisfactory results regardless of what forms of teaching were chosen.In the teaching practice,multiple kinds of teaching forms could be organized harmoniously and flexibly to receive asatisfactory teaching result.