Study On Investigation And Countermeasures Of Student-subjected Biology Class Summary In Junior High School

Under the background of the elementary education reform,the classroom teaching is changing,emphasizing the students’ subjectivity in the classroom.As the basic link of the teaching process,class summary plays an irreplaceable role in the whole teaching process.It is of great significance to change the way of class summary to adapt to current classroom teaching,giving full play to the main role of the students,in order to establish complete knowledge framework,form correct thinking methods and deepen the view of life.Through the literature research method,on the basis of a review of the current research status at home and abroad in class summary,this paper has expounded the concept and elements of class summary,the characteristics of class summary taking students as the main body,the theoretical basis of class summary and the role of junior high school biology class summary.Questionnaires and classroom observation methods are used to investigate the current situation of class summary,taking the junior high school biology teachers in the whole city of Yantai as investigation object,in order to understand the attitude of the junior high school biology teachers to class summary,the students’ participation in class summary and the factors that affect the class summary.Therefore,it analyzes the problems existing in current class summary,and puts forward the corresponding countermeasures,and presents typical class summary designs.Through questionnaire and classroom video observation,this paper has investigated the current situation of junior high school biology class summary in Yantai.The results show that in most cases,junior high school biology teachers make a summary of the class,but in the understanding of the class summary,some teachers think that class summary is only at the end of the class;In the form of class summary,most teachers choose the form of “teacher-led,student-subjected”,but through classroom observation,there is the phenomenon of formalization in the course of the class summary;The way of class summary is monotonous and is partial to knowledge level;In class summary,questions are too general and broad;Most teachers think there is a need for class summary,and think that there is room for improvement in the current class summary;Unreasonable classroom timeline leads to a hurried summary;A large number of teachers agree with class summary,which has the functions of induction,consolidation and reinforcement,extension,and emotional sublimation.In view of existing problems in current situation survey,this paper puts forward the design steps of choosing methods of class summary from content,subject to form of class summary,and puts forward the corresponding countermeasures.Such as enriching the way of class summary for achieving three dimensional goals;class summary should be targeted,and questions should be set clear and specific;pre-designing classroom summary,and flexibly adjusting class summary time;teachers should guide students in time to ensure their active participation in their thinking.At the same time,summary designs are made for the proposed strategies.Finally,it expounds the problems that need attention in student-subjected class summary,in order to ensure the smooth implementation.