Application Research Of Experience Teaching Cases In Senior High School Biology Teaching

With the advancement of the new curriculum reform in China,a lot of new teaching methods entered into the horizons of the educators,including experiential teaching are welcomed by teachers and were widely used in the teaching fields,which have gained many achievements.However,the traditional biology teaching method has still been used in Longling No.1 Middle School during the biology teaching,causing many students to have less interest in the process of biology teaching,grasping some unfixed knowledge of biology,having weak ability to solve the problems of biology and having poor school results.In order to change the situation,the research is based on some related theories and references,and uses the theories to combine with the practical teaching in Longling No.1 Middle School,using the theory of experiential teaching to lead and looking the biology textbook for high school as the core of content.Six experiential teaching strategies were drafted,making eight teaching cases,adopting the model of case teaching and introducing experiential teaching strategies to high school biology,leading to laying the foundation for the goal of better implementation of the new class.In the course of research,the research objects are four science classes in senior 2,Longling No.1 Middle School,including two experimental classes and two control classes.After a semester of study,we want to test the teaching efficiency of the eight experiential teaching cases in Longling No.1 Middle School.Before the research,we make a questionnaire survey and a periodic high school biology test to students from four classes.The result shows that students from four classes are the same in the interest in learning biology and how much they get in class.The result of the test is not obvious.(P> 0.05).After the research,we make a questionnaire survey and a periodic high school biology test to the students again.The students in experimental classes are more interested in learning biology and learn more in class than those in control classes.Meanwhile,statistical analysis was performed on four posttest scores and previous results,and the results of biology examination are significant difference.(P < 0.01)Results show that the teaching of experiential teaching cases were widely welcomed by students under the guidance of experiential teaching strategy in Longling No.1 Middle School in the high school biology teaching practice and that the experiential teaching can not only motivate students to learn biology but also improve the achievements of biology subject.We expect that six experiential teaching strategies and the eight experiential teaching cases developed in the research can benefit to the biology teaching reform in Longling No.1 Middle School and those biology teachers who work in different areas.