The Case Research On Senior High School Biology Generative Teaching Base On Detailed Entry In Teaching

The Outline of the Basic Education Curriculum Reform(Trial)pointed out that we should focus on cultivating students' ability to question,investigate,explore,and advocate learning in practice.In 2017,the party's Nineteenth Congress clearly proposed the development of quality education.Based on the Party's 19 th National Party Congress,the "General High School Biology Curriculum Standards(2017 Edition)" specifically emphasizes that the students can form a habit of scientific thinking through the learning of this biology course,and master the ideas and methods of scientific inquiry and team spirit.Then in high school biology teaching,how should teachers design biological classroom activities so that students can acquire biological knowledge and form inquiry ideas to exercise scientific thinking? What teaching strategy should teachers choose to implement teaching goals and teaching content?This study combines "teaching details" and "generating teaching" to first interpret generative teaching and teaching details.Secondly,the content of the curriculum is defined in terms of curriculum standards,teaching materials,after-school exercises,examination outlines,and high test questions.The teaching objectives are formulated according to the teaching content,and different activity suggestions are taken.Students' actual conditions and biological teaching are fully considered in the activities.Creativity enables students to develop inquiry ideas and scientific thinking,thus choosing different teaching strategies.The development of teaching details will not cause deviations in the teaching objectives in practical teaching,so that the implementation of generative teaching can be implemented.On this basis,two teaching designs are displayed,and teaching is implemented in the high school biology classroom,and reflection and practice of generative teaching are carried out.It aims to provide lessons and enlightenment for the implementation of high school biology generative teaching.The conclusions are as follows.First,The development of teaching details can fully determine the teaching content,accurately determine the teaching objectives,and scientifically design teaching activities to select teaching strategies so as to smoothly conduct biological classroom teaching.Second,The purpose of teaching is to lay the foundation for generative teaching.Through the analysis of the teacher's pre-school state of the students' psychological and cognitive development level,a comprehensive analysis of the teaching content plays a key supporting role for generative teaching.Through generative teaching reflection,teachers can make appropriate adjustments to the teaching design,teaching resources,and learning objectives to provide support for the next teaching.Third,The group cooperative learning provides motivation for generative teaching.Through the activity,the classroom is fully handed to the students,students actively participate in learning,internalize knowledge from practice,and exercise ability from practice.It is beneficial for students to acquire biological knowledge,form inquiry ideas,and exercise scientific thinking.