Practical Research On The Influence Of Stratified Teaching On Problem-solving Ability In Biological Review Courses

With the gradual deepening of China's comprehensive education reform,teaching reform is imperative.The characteristics of stratified teaching “according to individual aptitude”,which have received constant attention from the teaching reform researchers in recent years,conform to the concept of “standards for all students” in the curriculum standard.At present,the reform of the new college entrance examination system puts forward new requirements for layered teaching.Therefore,how to effectively implement stratified teaching in the context of the new curriculum has more important theoretical and practical significance in the current situation.As a high frequency test point in the college entrance examination,the biology genetics test questions has always been the difficulty that the student's scoring rate is lower.The author intends to use genetic test questions as an example to explore the impact of stratified teaching on the problem-solving ability of the biology review for the college entrance examination.In this study,two parallel classes of the second grade were taken as the research object.The main research methods such as investigation,teaching materials analysis and experimental research were used to conduct a practical study on the influence of stratified teaching on the problem-solving ability in the biology Review for the college entrance examination.Through reviewing the relevant documents,it establishes the stratified teaching operating procedures as well as the constituent factors of the ability to solve the problems.Through the analysis of students' school record and the interviews,the reasons for the student's misunderstanding of the genetic problems are determined.Moreover,the teaching materials,the examination outline,and the genetic questions In recent college entrance examination analyze and determine the degree of college students' ability requirements for the college entrance examination.On the basis of the above research,the teaching of the experimental class was implemented in layers.Through the use of stratified teaching procedures and problem-solving strategies,the effect of layered teaching on the problem-solving ability in the college entrance examination was explored.After one semester of teaching practice,the test scores of the experimental and control class students before and after the experiment were compared.As a result,it was found that during the review of biology college entrance examinations,the effectiveness of implementing the stratified teaching gradually emerged,and the improvement of the scores of middle and high stratum students in the experimental class was more obvious,and the stratified teaching could improve the problem-solving abilities of this part of students' genetic test questions.(P<0.05),but the impact on low-group students was not significant(P>0.05);at the same time,the implementation of stratified teaching also improved the efficiency of biological classrooms and teachers' biological teaching ability.This study is only a preliminary attempt at stratified teaching.It is hoped that the implementation strategies and teaching cases of the stratified teaching in the study can provide some reference for relevant research.At the same time,it also calls for the majority of biological teachers to further develop similar research and implement and deepen the new curriculum standards and the basic requirements of the new college entrance examination.