The Individualization Teaching Design Of The High School Biology "Molecular And Cell" Module

The essence of education is to educate people, is to promote the all-round development ofpeople. However, everyone due to genetic factors, family status, social environment isdifferent, have different personality. The individualization teaching design is starting from thestudent individuality difference. It respects student subject status. According to studentspersonality design different forms of teaching to cultivate students initiative and creativityand to enable students to achieve all-round and harmonious development．Through the analysisof research status at home and abroad, we kan found that the research on individualizedteaching of our country still stays in the theoretical level, lack of individualized specificteaching design. There is little research on individualized teaching design and mainly in English,Math and other subjects. Therefore, the study on the biology of individualization teachingdesign, and give the individualization teaching design of molecular and cell module, in order toimprove the deficiency of original research, hope to put forward a new way of thinking andmethod to other teachers.This paper mainly includes seven parts: the first part is asking the problems, which mainlydiscusses the research background, research status, research purpose and meaning. Thisstudy put the individualization teaching design specific to the biological sciences, specific tothe "molecular and cell" module, and gives the specific personalized teaching case. The secondpart is the research methods and ideas, this paper mainly uses the literature method andinterview method to research. The third part is the definition and the theoretical basis ofthe individualized teaching design. About the definition of the individualization teachingdesign, there is no unified exposition. According to my own understanding, I define theindividualization teaching design in this study. It explores the theory basis of theindividualization teaching design should follow, from the viewpoint of system theory, thetheory of multiple intelligence, the theory of humanism. The forth part is the analysis of thehigh school biology "molecular and cell" module, from the content, status and significance. The fifth section analyzes the individualized teaching design’s principles and types of "molecularand cellular" module. According to the "three law", it divided the "molecular and cell biology”module into three parts, including theory course, experimentcourse, practice course. According to the type of lesson, the sixth part give some specificindividualization teaching design cases. The seventh part is the summary ofthe research, including the preliminary conclusions, innovative points, the existing problemsand further research suggestions.The innovation of this paper lies in that the author from the perspective of the theory ofmultiple intelligences of students personality classification, the individualization teachingdesign according to the advantage of students intelligence. In addition, this study put theindividualization teaching design specific to the biological sciences, specific to the "molecularand cell" module, and gives the specific personalized teaching case. When designed, it take fullaccount of the teaching content of school environment, regional differences and other factors.Through interviews, we can discover that the individualization teaching design of this module isrecognized, the biology teaching in senior high school has far-reaching significance. But theresults of this study only in the initial stage, need to continue to improve.