Guidance Case Teaching Research In Biology Class

The sense of New Curriculum is to enhance disciplinary attainment,focusing on improving students’ abilities, pointing out to change the rolein the classroom at the same time.“The teacher is the director, andstudents are actors”. Return the class to the students. Guidance caseteaching focuses on nurturing and improving ability of students in theteaching process, and returns the learning to students. Theimplementation of effective teaching according to the different abilities ofdifferent students in different classes applies to class teaching, and all ofwhich are suitable for class teaching of the new curriculum reform. Themultimedia, projectors and other modern teaching resources are alsoapplied with the Guidance case teaching.According to the school’s actual situations, the writer selected the twograde two parallel classes randomly after a careful analysis of students’situations as the experimental class and the control class. In theexperimental class, the biological structure diagram drawn by the studentsapplied to the Guidance case teaching and the integration the basics of theunit as the Guidance case for the review teaching. In the Control class,only conventional Guidance case teaching was used. The research lastedfor one year. The average scores of the students in two semesters and twoclasses were compared. The questionnaire about the students’ interests inlearning, learning habits and the cognition for the Guidance case teachingbefore and after the experiment was conducted. The results show that theaverage scores of the students’ in the experimental class were obviouslyhigher than that of the students’ in the control class. Thereforeimplementation of the Guidance casa teaching really improved students’achievements. From the results of the questionnaire, the students’ learninginterests, learning habits, independent learning abilities, participation inclass discussion and cooperation, the ability of inquiry and analysis forthe Guidance case after the experiment was remarkably improved. Sincethe students’ abilities were different, different ranges in improvementwere obtained. However, there was no significant difference in students’learning interests, learning habits and the cognition for the Guidance caseteaching in the control class before and after the experiment. The researchproved that the students’ learning abilities were significantly improvedthrough the Guidance case teaching, and it was helpful to the students forimproving the learning habits and teamwork skills.