Research On The Effective Teaching Of Biology Exercise Course In Senior High School Under The New Curriculum Standard

Exercise class is one of the most important courses in biology teaching in senior high school.The concepts,principles and rules of biology can be presented in the form of exercise as a carrier.Effective teaching of exercises is not only conducive to students' rapid absorption and mastery of knowledge,but also conducive to the training of students' thinking ability and the development of their emotional attitudes.However,in the actual investigation,the author found that high school biology exercises did not receive due attention.Through the survey of teachers' questionnaires and students' questionnaires in the region,we found that the following problems generally exist in high school biology exercises:At the teacher level,the application of effective teaching theory to the actual classroom is rare.The main manifestations are as follows: Firstly,excessive emphasis on examinations,single teaching methods,teacher-centered teaching,seldom organizing students to explore independently,and ignoring the guidance and training of thinking.Secondly,the teaching objectives are vague and unclear,and the choice of exercise content is not targeted and hierarchical.At the student level,students lack their own abilities,classroom participation is not strong,problem-solving thinking is not agile,the ability to transfer and use knowledge is weak,and some students hope that teachers can attach importance to the explanation of wrong questions in class,and strengthen problem-solving thinking.Based on the above problems,the author has formulated corresponding teaching strategies for exercises,which can be summarized as: defining teaching objectives,selecting exercises,setting up exploration links,guiding students to explore actively,utilizing mistaken questions resources,developing variant training,strengthening learning guidance,improving problem-solving ability,guiding students to make propositions and strengthening problem-solving thinking strategies.After two months of practical teaching,the results of the two classes were analyzed by IBM SPSS statistic22.0 software.The results show that the results of the experimental class are significantly different from those of the control class.This shows that the effective teaching strategies of exercises can improve students' academic performance.In addition,through classroom observation,the author finds that the practice group's class is more active and full of emotions,students dare to speak and are willing to speak in class,teachers and students have a strong sense of interaction,and have a deeper understanding of knowledge,concepts and rules.In contrast,the students in the control class are not very active in class.They are passive in acquiring knowledge and concepts.Their biological thinking is more rigid.Their application of laws and methods is often "rote learning".This shows that the effective teaching strategies of exercise lessons can give full play to students' subjective initiative in learning and stimulate students' interest and potential in learning.Therefore,this teaching strategy can be popularized and used in future teaching.