Exploration And Practice Of High Efficient Teaching Strategy In Senior Biology Classroom

With the development of the quality education, the high efficient classroom teaching of cultural education has been a important research issue of educators in senior high school. Under the great background of the current quality education, it is still an effective way to screen the talents in large scale through the examination. Therefore, the high efficient biology teaching classroom has had the new definition with the teacher’s exploration in the high school. A good lesson that not only achieve the goal of quality education, but also enable students to easily cope with various exams that can be called a high efficient classroomBased on the pursuit of high efficient classroom, this paper studied biology teaching on four high classes of Chongqing Yuxi middle school, and the method of literature review, comparative experiment teaching method, interviews, case analysis and other methods were used, then the classroom factors from the inside and outside were analyzed, to explore the high efficiency of high biology teaching strategy.First of all, the students’ learning situation was known through the interview method. Found that students were lack of interest and confidence for biological learning, forgotten faster or psychological barriers and other issues. In view of the above problems, two classes were chosen as the experimental group from the four classes, and the experimental teaching plan was implemented; the other two classes were used as the control group, and the experimental control program was implemented, which is the conventional teaching program. The time of experimental teaching was three months. Experimental teaching program included the establishment of learning objectives, increasing the frequency of communication with the students, the establishment of detailed student files, strengthening extra-curricular counseling, following each student’s learning situation and so on. After the end of the experiment, statistical analysis was performed on two groups of learning achievement. The results showed that there were significant differences between the two groups, and the scores of the experimental group were significantly improved.In the teaching study, talked with the three kinds of students who showed the typical characteristics(very good foundation, too bad foundation, and not fully understand the knowledge), analyzed and solved specific problems, and the good teaching effect was achieved.The result of the research in high school biology teaching was that these teaching strategies including the learning about the needs of students, improving the students’ interest in learning, helping students build confidence, creating the student records and conquering the students, making a good preparation, good classroom, extra-curricular counseling well, teaching students effective learning methods could be used to multidimensional enhance learning efficiency of students and promote the improvement of the efficiency of classroom teaching.