Research Of Guiding Learning Case Teaching Model In The High School Biology Teaching

In the guiding learning case teaching model,we obey the principle of individualized teaching.We focus on the characteristics of students,and promote the students’self-learning ability,cooperating ability and creative thinking ability in some degree.We have already the role teachers have been playing in traditional teaching.And this guiding learning case teaching model shows the idea—the students learn;the teachers lead.The class is really given back to the students.And the efficiency of both teaching and learning has been improved.The school I am working in has begun to use the guiding learning case teaching model ever since 2012.In all the six subjects,the results are satisfying and socially accepted.However,this project is limited by many factors from school and society and there are still many problems to be discussed and solved.This article is based on the theory and principles of guiding learning case teaching model.And a lot of research about biology teachers and students have been made for this article.This article includes five parts.Part Ⅰ IntroductionHow this idea come up.Summary from home and abroad.The purpose,importance,content and methods of this research.Part Ⅱ The concept of several nomenclatures in guiding learning case teaching model and the value of using them.Part Ⅲ The research on the design of guide-learning case for biology teaching and how well they are used.Part Ⅳ The problems caused by using guide-learning case in high school biology teaching and how these problem come up.Part V The advice on using guiding learning case teaching model in high school biology teachingThrough the analysis of the research results,problems have been found as follows:although students have adapted to the guiding learning case teaching model,guiding learning materials cannot satisfy every student of different learning levels;some students didn’t have a clear understanding of the significance of the guiding learning;the expected significant results of the use of guiding learning didn’t occur in practice.The following reasons have been concluded according to the problem analysis from the proces of the implement:teachers and students are lack of deeper understanding of the guiding learning case,which account for the confusion of location orientation betwee teachers and students;the immobilization in the mode of guiding learning prevented teachers from developing individually to some extent;due to school’s lack of proper controlling,different opinions cannot be integrated,as a result,some "out of mode" classes turned up.Aiming at the existing problems,according suggestions are put forward in this thesis:perfect controlling rules from the perspective of the school,reinforce the training for teachers and hold the main direction;from teachers perspective,raise their educational theories level,transform former teaching ideas,and continuously learn new teaching methods;from students perspective,their central position must be reinforced,transfer from passive being taught to active learning,strengthen cooperative spirit and improve skills for inquiry learning.Based on the above research,the following conclusions have been made:the posive effect that high schools in town gained while implementing guiding learning case teaching model is worthy to be noted,while there exist some problems in the process of implementation,but via researching the reasons based on the problems,guiding learning case teaching model can be perfected and accordingly,teaching results can be improved as well,which makes it possible that guiding learning case teaching model can make a difference in biology classes of high schools.