Research On The Teaching Practice Of Menu Type About The Module Of "Genetics And Evolution" From Biology Of High School

The main land to education lies in classroom while classroom efficiency has a close relationship with classroom teaching style. To test whether our classroom teaching can arouse students’interest, tap their potentials and stir their desire for knowledge, and to see whether it can enable students with different basis and of different abilities to enjoy training and improvement, we are attempting to carry out classroom teaching of menu type.Teaching of menu type is an order type learning with appointment style, which is based on students’self learning. It is an effective teaching mode, which is driven by pattern, governed by diagnosis menu, advancing menu and feedback menu. It uses co-operative learning group as grippers, sticks to the "three-dimension" goal, and adheres to the principle of teaching students according to their aptitudes.Current classroom teaching of Biology of High School is faced with the following typical problems, such as boring classroom atmosphere, classes characterized by teachers’being busy explaining while students’being busy taking notes, students’lack of independent thinking and hands-on experience. To solve the above-mentioned problems, we are putting forward the menu type. This thesis is aimed at the difficult problems involved in the teaching of Compulsory2of the Module of "Genetics and Evolution" from Biology of High School. It is based on relevant theory and classroom teaching practice and discusses the effects of teaching of menu type on improving the teaching efficiency of this module by carrying out various researches through classroom researches, interviews, questionnaires, salons and lectures. Following the principle of self-reliance, exploration and co-operation, we have designed diagnosis menu, advancing menu and feedback menu respectively for "genetic expression", which is one of the difficulties of Compulsory2of the Module of "Genetics and Evolution" from Biology of High School. We divide the class into several study groups, encourage students to select their own menu and put students-related dynamic study into practice. As the results indicate, most students show increased interest in this module after the application of teaching of menu type.23%more of the students think it easier to learn this part and students have improved their learning effects by24%. Besides, according to the final examination results, students receiving teaching of menu type did much better than those of control class. As the research indicates, teaching of menu type exerts positive effects on enhancing students’ learning interest, competence and initiative and also proves quite effective in improving students’ grades. As a result, it can be recommended as one of the effective teaching modes.