A Preliminary Study On Biological Stratified Teaching In Senior High School

The new Curriculum Standards (2002), involving in the reforms of the course objectives, course structure, implementation and evaluation, emphasized on respecting the students’ personalities, paying close attention to an individual difference and satisfying different needs of every student to get sufficient development. So, it is of important significance for teachers to change teaching ideas and improve teaching methods, face the students’differences and carry out stratified teaching so as to cultivate more learning and innovative talents.Hierarchy is a popular phenomenon in the natural world. Stratified teaching method can solve the conflict between the traditional class teaching system and student individual difference, fully exert students’ individual characteristic, influence students from "want me to learn" to "I want to learn","I can learn"and "I will learn". Stratified teaching method aslo has an obvious role in improving students’ biological science literacy, accelerating the development of young teachers, realizing the teaching process optimization. In one word, stratified teaching is the effective method on talent quality education, individual development and enhancement of innovation ability.Stratified teaching is a kind of teaching method which is based on the hierarchy thought to develop the teaching goal, design the teaching content, implement the teaching process and evaluate the teaching effects. Specifically, it is on the basis of the cultivating goal to set up different levels of teaching goals according to different levels of students, carry out teaching activities from the shallower to the deeper, and through the design of multi-level exercises, tutoring targeted and evaluation feedback, to enable every student to show full potentials and make the effect of classroom teaching to achieve the best level. The core philosophy of the layered teaching is to respect students’ subjectivity, emphasizes the differences between individuals, and employ the differences as the foundation, with the hierarchy of teachers’ teaching to adapt to the different levels of students in active learning.On the basis of the research and analysis of related literature, the experience of other education workers, the combined with the exploration and practice in teaching practice, the paper puts forward from the four-dimensional path of hierarchy such as the education object, the teaching goals, the teaching methods and the teaching process, to realize the unity of entirety and hierarchy in the high school biology teaching. The paper showed various forms of these seven links to specific implementation level of classroom teaching,i.e, the beginning of fun to stimulate to import new lesson, layered questions, combing knowledge, group to explore, develop skills, stratified practice, feedback regulation, layered homework, consolidated enhancement, layered counseling, filling a vacancy leaked, layered evaluation, and so on., and give a general discussion and rethinking of the hierarchy of the teaching process and the problems that should pay attention to improve the teaching efficiency of biology.At the same time, the paper took the section "capture light energy of pigment and structure" for example to the stratified teaching design, comparing it with the traditional case. The teachers and students’ questionnaire further confirmed that stratified teaching in high school had a good role in promoting students’ team cooperation ability levels,biological science literacy, and the relationship between teachers and students. The teachers and students had a high recognition on the stratified teaching. But the stratified teaching had difficulties of some aspects such as students stratification, classroom time control,and so on. It was hoped that the article could help the biology teachers in senior high school to improve teaching.