Research On Practice Of Knowledge-stratified Teaching In High School Biology Classroom-A Case Study Of The "Molecules And Cells" Module Of The Biblical Senior High School Biology 1

The new round of curriculum reform clearly requires that quality education must reduce the burden on students' work and develop students' core qualities.However,how to achieve this goal within the limited teaching time range in the actual high school biology classroom has become a study in the subject area.Hot spots.This study is based on stratified teaching.The so-called stratified teaching is based on students as the main stratification basis.According to factors such as interest characteristics,learning ability,intelligence level,and knowledge basis,students are divided into different levels by teachers,in order to make each Students can be optimally developed and treated differently when designing teaching goals,formulating teaching content,and determining teaching methods.Different levels of students conduct targeted learning guidance.Whereas knowledge-stratified teaching differs from this layered teaching in that the traditionally mentioned layered teaching is subjectively influenced by subjective factors from the perspective of students,knowledge-stratified teaching is based on the perspective of knowledge and is mainly influenced by objective factors.The basis is more scientific.This study includes four aspects: 1.Determine the basis for knowledge stratification;2.Stratify knowledge;3.Develop instructional design based on knowledge stratification;4.Apply instructional design to high school biology classes.Firstly,according to the “Course Standard”,Guangxi Academic Proficiency Test Outline and the high-frequency knowledge points of the college entrance examination,the basis for knowledge layering is determined to be the importance and difficulty;then,with the help of the guide sample analysis,the small test set in the guide case will be used to analyze the student's specific learning situation.Each knowledge point of the practical content determines the degree of importance and difficulty,stratifies the knowledge points according to the degree of importance and difficulty;secondly,the instructional design is based on the stratified knowledge points;and finally the teaching practice is performed.In the practical part of this study,the experimental subjects were students of the first grade of the 18 th middle school in Guilin City.The practical research contents were the 1st and 3rd chapters of Chapter 1 to Chapter 6 of the People's Education Press.The differences in student achievement before and after the experiment were analyzed and analyzed by SPSS.Student's results were analyzed by T-test.The results were as follows: P=0.257,P>0.05 in the results of A and B class tests before the test,indicating that there was no significant difference between the A and B class biological results before the experiment.Therefore,A and B can be used as the study.Experimental class and control class.P=0.034,P<0.05 for posttest 1A and B class test results,indicating that there is a significant difference in biometric scores after experimental class(A class)and control class(B class)for knowledge-based teaching;posttest class 2A,B class results The detected P = 0.001,our P <0.05 at this time,indicating that there are significant differences and significant differences in biological performance after experimental class(A class)and control class(B class)for knowledge-stratified teaching.The following three conclusions are obtained through this study:(1)Knowledge-stratified teaching is conducive to the improvement of students' biological performance.(2)The core content of knowledge-stratified teaching is the stratification of knowledge,and the basis of stratification is the importance and difficulty.(3)Knowledge-stratified teaching has changed the teaching philosophy of teachers,focusing more on student-centeredness and teacher-led teaching.According to this study,the following suggestions are proposed:(1)adhere to the student as the main body of the teacher-led teaching philosophy;(2)pay attention to help students enhance the awareness of active learning before class;(3)take a variety of teaching strategies;(4)adhere to Efficient teaching concept.