Status Quo And Countermeasure Research On Biology Interactive Teaching In Junior High School

Junior high school biology classroom teaching should give full play to the main role of students, to cultivate students’ innovative spirit and ability to explore, which requires teachers to implement interactive classroom teaching mode. Therefore, it is of great significance to deeply study the current situation, problems and countermeasures of junior high school biology interactive classroom teaching.Using literature method, refer to related information about junior high school biology interactive classroom teaching, to understand of domestic and foreign research status, research methods, the definition and theoretical basis, provide theory support for the thesis writing.Using the method of observation, the thorough classroom, oversee the implementation of the junior high school biology interactive classroom teaching present situation, the problem existing in the teachers and students in classroom interaction. In the teaching design practice stage, through observing the practice, we find that the interactive classroom teaching has a significant effect on the active classroom atmosphere, and find the problems in the teaching design, and further improve the teaching design.By methods of interview and questionnaire investigation, interview and questionnaire survey of Zhifu District of Yantai City, part of the school teachers and students, of immediate concern to most of the school is still student test scores, specific implementation process of interactive classroom teaching did not pay attention to interactive classroom teaching. Only a few teachers have a good understanding of the implementation process of interactive classroom teaching. Although full of curiosity about biology, the number of students that speak actively in classroom is very few.Through the analysis of the questionnaire data of biology teachers and students in Zhifu District of Yantai City, the preliminary conclusion is obtained: The statistical results of teachers’ questionnaires show that different degree, different teaching age teachers in the interactive classroom teaching differences exist in the process of development; Among them, there are differences in the implementation of the interactive classroom teaching; Teachers with different years of teaching in the relationship between teachers and students, teachers’ role and implementation there is a marked difference, the longer teaching experience of teachers by the influence of the traditional relation between teacher and student is deep.The statistical results of the questionnaire showed that the students, different grades, students of different biological performance of the interactive classroom teaching to carry out different enthusiasm.According to the survey results, from the school, teachers and students to find out the three aspects of junior high school biology interactive classroom teaching problem, put forward the corresponding countermeasure are as follows: changes in performance based evaluation criteria, to provide the conditions for the development of interactive classroom teaching; To take the students’ autonomous interactive, the form of interactive classroom teaching; Take group cooperation in the interactive classroom teaching mode; Be good at using inquiry way in the interactive classroom teaching; Application of interactive whiteboard and other teaching software; To carry out a variety of interactive activities, change students’ thinking.Finally, for interactive classroom teaching cases are designed, and the feasibility of the teaching design is tested through practice.