Practical Research On The Application Of Situation Creation In Senior High School Biology Teaching

The High School Biology course focuses on students' needs in adapting to the development of the future society and their personal needs.It develops students' literacy from aspects of life concepts,scientific thinking,scientific inquiry and social responsibility,and has a rich quality education function.As far as the author's high school is concerned,students are less interested in learning biology and have less motivation to learn.then,in the teaching of biology,how to effectively stimulate and cultivate students' interest in learning,so that the biology classroom is no longer dull and monotonous?The author found through personal teaching experience and observation of other people's teaching classroom that a “perfect” class is often to allow students to actively discover knowledge and enjoy knowledge in an optimized teaching situation.The author finds that with the deepening of curriculum reform,more and more teachers begin to recognize the important role of situations in biology teaching.Based on the above reasons,the author identified the research topic.As the author's current teaching content is the “Genetic and Evolution”module,it is used as a teaching practice.This research adopts a combination of teaching practice and teaching theory.First of all,the author conducted a questionnaire survey of the senior 2 students of the school to understand the current status of students' biological learning,and observed the situation of the creation of classroom situations of the other 4 biology teachers in the school,and discovered the existence of teaching situations in the current biological classroom.In response to these problems,the author carefully studied the current research status and theoretical basis for the creation of current biological classroom teaching situations.Secondly,the author combined the observations and literature readings,and proposed four principles for setting up high school biology classroom teaching situations,and conducted the intuitive situation materials,life situation materials,scientific history situation materials and experimental situation materials in the “Genetics and Evolution”module.After summarizing and collating,a situation material bank was established.Onthe basis of the principle of creation of teaching situations and the collection of materials,a strategy for creating situations was developed.Thirdly,case studies and practical researches are conducted on the "classroom introduction situation","curriculum inquiry situation",and "course end summary situation" created by using these four types of situation materials.Finally,the effectiveness of situation creation was evaluated by observation method,interview method and performance evaluation method.The research results show that the creation of high school biology effective teaching situation can,for most students,increase students' interest in learning to a certain extent,enhance students' learning motivation,change students' learning attitude,and improve students' achievement.For teachers,it can promote the change of teachers' teaching concepts,promote teachers' learning new teaching techniques,and promote teachers' teaching methods.However,in the course of practice,some areas still need to be improved.This requires teachers to conduct more in-depth research.