Total Review Of Three Biological Teaching Strategies And Design

In2004， Shandong Province， as one of the first experimental zones in the nation， hadthe reform of the mew curriculum of high school. Since then，the college entrance examinationin Shandong has been the courses in high school. Compared with the past，the college entranceexamination tests more on the students’ ability of self-taught， so the students need to improvetheir still exist， that is to say， the interaction between teachers and students is just a form andteaching is not for all the students. Some teachers try to teach the students all the knowledgethey know. So it is time for us to have educational reform. We school make the students awarethat they are the masters of study，they should play a main role in their study，keeping forginga head actively and seeking knowledge willingly，The teachers should play a leading role，aiming to develop the students creativity. Only in this way can we reach the standards of thenew curriculum reform. All in all, it is necessary for us to have the reform in biology andespecially to improve our revision strategies and designs in Senior Three. When we have doneso， we will achieve our educational purpose in the21st century, thus making Shandong astrong province in education.The face of the continuous reform of college entrance examination mode and the newcurriculum requirements of classroom teaching, the traditional teacher-led， third year reviewof the teaching strategies and design can not meet its requirements, requires teachers to someextent under the guidance of the teaching theory, in accordance with teaching principles， inorder to improve the learning ability of students to build students’ cognitive law schoolclassroom teaching strategy and design. This article is the author of the2013session of the thirdyear of high school graduates as experimental subjects，try to use compulsory “Molecular andCellular” content review teaching based on attempts to teaching， based on conceptual graphsto construct three teaching strategies, based on the Guidance on teaching view and cognitiveteaching concept as a guide， follow the main principles of the students, the optimizationprinciple, the principle of all development principle，to carry out the practice of teachingstrategies research. Literature research， questionnaire and three methods of experimentalresearch are used in the study to examine students’ performance and motivation. After the experiment the teaching strategies the author proposed can improve students learningmotivation to some extent, can promote the change in the way of learning and can improve theefficiency of learning.This experiment in teaching practice achieved certain results， but these do not represent avery successful experiment. Both in theory and in practice， there are some problems to beresolved， because the conditions of the universality and represent activeness of the schoolsselected sample， affecting the results of the experiment where only the author. In futurestudies， as far as possible to further expand the range of samples， to spend more time， moreconvincing experimental results. In addition， only in “Molecular and Cellular” module reviewteaching experiment needs further empirical research is applicable for review teaching in othermodules. Therefore，the direction of future research to continue in the third round review try tocarry out teaching other modules try teaching， based on the concept map， based on theproblem Guidance teaching strategies and design research， efforts to explore， in order tocomprehensively improve the third year review teaching strategies and instructional design andcontinuously explore.