The Research Of Selective Stratification In Junior High School Biology Teaching

The current urgent task of elementary education in China is to promote quality education,and to fully promote the development of the students.But there is a contradiction between the population and the individual differences of students in elementary education,stratified teaching is one of the effective means to solve this contradiction.However,the implementation of stratified teaching has brought too much burden to teachers and students,resulting in limits to operability;and the traditional cramming teaching mode still exists,which is difficult to adapt to the requirements of the new curriculum.It is selective stratified teaching that increase selectivity by more teaching content and more flexible forms,which is conducive to the improvement of the biological stratified teaching operability,and stimulates the initiative of students,with the result of promoting learning interest and inquiry ability of different levels of students,easing the contradiction between the traditional teaching and the development differences of students,promoting the application of the stratified teaching,making biology teaching better meet the new challenges brought by the new era in junior middle schools,and better meet the new requirements of new curriculum.On the basis of understanding and respecting the differences of students,selective stratified teaching is a teaching organizational form,which let students choose their own learning content,so that all students could be properly developed.The application of selective stratified teaching in biology teaching of junior middle school,begins with expliciting the general idea of curriculum design,by integrating the knowledge modules into thematic units,and developing the units into five courses: the basic courses,the expanded courses,the developmental test courses,selective courses,and standard test courses.Among them,the basic curriculum design ideas similar to the conventional teaching,is designed for all students of the curriculum system,the purpose is to enable students to achieve the basic knowledge of understanding and mastery.Developmental evaluation is a unified evaluation of all the students after the end of the basic curriculum and the development of the curriculum,the main purpose is to provide the students with the most scientific reference for the next course selection.The purpose of the selective course is to make students consolidate and improve on the basis of learning basic knowledge,which can be divided into two classes: the basic strengthening course and the research promotion class.Standard test courses are more comprehensive and more sophisticated,its purpose is to test students in after the completion of developmental evaluation and selective courses to study effect,the second purpose is to achieve full range of implementation and consolidation of the chapter knowledge.Taking the biology of Shandong version of the first semester of grade two in junior high school as an example,the implementation of selective stratified teaching includes the planning of all kinds of courses,the stratification of students,the selection of courses,the test of learning and so on.The core of the eighth grade biology book is "Biology and the Environment",which explains the aspects of ecosystems,biodiversity and so on.Around the core content,according to the relevance of each other to integrate the relevant knowledge,this semester biology can bedivided into four theme modules,namely: "green flowering plant life","animal and human reproduction and development"," Human reproduction and development "," biology and the environment ".In the "green flowering plant life" theme unit,the activities of selective hierarchical teaching specific is implemented according to sequence of the development course,basic course,developmental evaluation,selective courses,standard test.The implementation goal,implementation principle and arrangement of the program of every aspect are unique.According to the results of questionnaire survey and analysis of students' scores,the selective stratification in junior high school biology teaching is remarkably effective.There are two innovation points of this study.Firstly,"selective" is introduced into stratified teaching theoretically,which enriches the connotation of stratified teaching.Secondly,the study expands and deepens the application of stratified teaching in china.The conclusion of this study can be summarized as three points: first,the selective stratified teaching is within the development trend of modern educational;second,the selective stratified teaching provides students with more opportunities to choose;third,the effect of selective stratified in biology teaching in junior middle school is significant.On the other hand,the criteria and methods of selective stratification,the design of curriculum content and the evaluation method of teaching effect are still in the exploratory stage,a system of ideas and models has not yet been formed.Further research is necessary to further strengthen the practice of exploration,timely summary of relevant experience and laws to promote the selective hierarchical teaching model of the mature and systematic.