The Practical Study On "Draft Lecture" Model In Junior Biology Teaching

According to the new junior middle school biology curriculum standards, junior middle school biology class needs to care for all students and advocate learning in the class, teachers need to guide students to actively participate and explore, so that we can improve students’ ability to analyze and solve problems; the ability of communication and cooperation, etc. This is an urgent need to change the old teaching mode, in order to achieve all-round development of all students. In this context, the research of “Draft Lecture” is increasing, but most scholars only studied theoretical basis, operating procedures and design principles of the “Draft Lecture” teaching mode, they summarized the teaching experience of “Draft Lecture” or analyzed the deficiencies and problems of “Draft Lecture”, and so on, but they involved rarely the specific teaching problems in the “Draft Lecture” teaching mode, such as “the practice research of junior high school biology ‘Draft Lecture’ teaching mode” is rarely studied.This paper made systematic study on “Draft Lecture” mode in junior high school biology teaching by the means of literature research, teaching experiment, questionnaire survey and other research methods, it summarized two “Draft Lecture” teaching mode: the teaching of new course and review lesson, on this basis, it analyzed the advantages of “Draft Lecture” teaching mode in junior high school biology teaching, it also discussed the problem in the process of using “Draft Lecture” and the proposed countermeasures. The results mainly include:(1)Literature, through sorting data, we have known clearly about the theoretical basis of junior high school biology “Draft Lecture” and the domestic and abroad research progresses of “Draft Lecture” and “Draft Lecture” teaching mode;(2) we summarized years of teaching experience, then we put forward two kinds of junior high school biology “Draft Lecture” effective teaching mode, they are conform to our students’ practical new teaching and revision lesson;(3)we used experimentation method and questionnaire survey, we made the empirical study of “Draft Lecture” teaching mode and made investigation and analyzed about students’ using status of “Draft Lecture”, the results showed that the “Draft Lecture” teaching mode help to improve students’ learning efficiency and showed the students corpus position; at the same time,it is beneficial to improve the students’ self-learning and inquiry-based learning, it is more advantageous to form of democratic, equal and harmonious new teacher-student relationship.(4) At the same time, this paper put forward some countermeasures to the implementation process of “Draft Lecture” :before using the “Draft Lecture”, we should give students review and guidance; in the class, we teach only the essential and ensure plenty of practice, combination of explaining and practicing can improve efficiency of classroom teaching; in processing the knowledge, the teacher should refine important knowledge and simplify complex knowledge; the ways of interpretation can be varied, we can make full use of the advantages of multimedia; As teachers need to actively raise their own professional and so on.The research of this topic optimized further for junior middle school biology “Draft Lecture” teaching mode on the basis of the existing “Draft Lecture” teaching experiences, It made “Draft Lecture” teaching mode more systematic and scientific, meanwhile it also provided the beneficial reference when other disciplines carry out their “Draft Lecture” teaching mode.