Action Research Of Role-playing In Biology Teaching In Junior Middle Schools

Developing students’ subjectivity is the requirement of the times of the new blology curriculum implementaion, Developing students’ subjectivity is also the requirement of three-dimensional teaching objectives. Besides, developtng students’ subjectivlty can facilitate teachers and students to study in a relaxing and happy learning way. in biology teachlag in junior middle schools, to carry out the role-playing teaching activity is a kind activate the atmtosphore in classrooms, and to improve students autoaomy to leatit. Role-playing instruction method is a kind of teaching model where according to the teaching contents and the teaching needs, teachers organize and guide students to implement role-playing activities in the precess of teaching. It is also a kind of teaching model where teachers guide students to particicate in teaching activities by carrying out role-playing activities students, in the activities, students can experience variaus life actlvities,"repeat","prevlew" or "reproduce" life activities, and deeply understand and master the blelogy knowledge and technology by play different roles. How to implement the role-playing teaching activities in biologyteaching of junior middle schools specifically is the focus of thispaper. According to the action research in six months in Grade Eight,this paper uses the general steps of role-playing teaching activities.It includes seven parts: to enter the role context–to select actorsof students, to assign roles–to prepare scenes–to train theaudience–to perform the scenes–to discuss the performancecontent--classroom evaluation. According to the development andchanges of teachers and students, role-playing teaching activitiesare divided into the stages of sprouting, growing, and maturing.According to different prominent points of students, role-playingactivities are divided into seven types. It contains: pay attention tothe contact with the details in the daily life; pay attention to themovements of the limbs by students in role-playing activities; payattention to the friendly relationships between human and animal inthe role-playing activities; pay attention to the interaction with theaudience in the role-playing activities; pay attention to theexplanation of knowledge in the role-playing activities; payattention to the link between new and old knowledge in therole-playing activities; pay attention to the use of props in therole-playing activities.In this paper, the experimental class and the contrastive classare compared. According to the changes of scores of theexperimental class and the contrastive class, the paper draws aconclusion that reasonable "role-playing" teaching activities canimprove students’ learning efficiency（P<0.05）. According to thestudents active performance in class and interviews to students, it is concluded that the role-playing teaching activities can reallyimprove students’ learning enthusiasm and the ability ofautonomous learning. By the students’ self-evaluation and mutualevaluation forms of the practice application of " role-playing " inmiddle school biology teaching, by students tacit cooperation, andby the students’ performance in the " role-playing " teachingactivities, the paper comes to a conclusion that the " role-playing "teaching activities can enhance the junior high school students’cooperation ability, social communication ability and innovationability.Nevertheless, role-playing teaching activities also have suitableapplication range, and there are some unsolved problems anddeficiencies. Therefore, role-playing teaching activities still needfurther research and refinement in future teaching practice.