Study On The Strategies For Effective Discussion Design In Senior High School Biology Classroom

The "Ordinary High School Biology Curriculum Standards(2017 Edition)"focused on the cultivation of the core literacy of the student biology discipline and required students to actively participate in classroom learning.Classroom discussion was a kind of teaching activity that promoted students' active learning.Class discussion helped to develop students' self-learning ability,language expression ability,teamwork ability,and awareness of students' participation in the classroom teaching.Organizing classroom discussions also contributed to the cultivation of students' core literacy and promoted the growth of new teachers.The purpose of this study was to study effective classroom discussion and design strategies under the core literacy policy of biology.By using the method of literature review,we can know the current situation of research at home and abroad,and select constructivism teaching theory,humanism theory,zone of proximal development theory and cooperative learning theory as the theoretical basis,define the concepts of classroom discussion,effective classroom discussion and the design of effective classroom discussion,clarified the features and characteristics of effective classroom discussion.By using the method of questionnaire,this survey investigated the present situation of biology classroom discussion from two aspects:on the one hand,it learned students' attitudes toward biology classroom discussion,pre-class preparation,performance of participation in discussion,design of discussion topic,summary and evaluation after discussion;on the other hand,it learns teachers' understanding of the connotation of classroom discussion,attitudes,considerations and specific practices in designing classroom discussion.By using interview method,biology teachers were interviewed on the spot,and the basic reasons for the differences in the understanding,operation,evaluation and design of effective classroom discussion among teachers with different professional titles were explored.The survey results were as follows:classroom discussion had been widely used in biology teaching at middle school,and had been highly praised by teachers and students,which deserved to be further promoted;there were problems of insufficient effectiveness in classroom discussion,which needs to be solved urgently;biology teachers with different professional titles had differences in subject expertise and theoretical foundation.This study proposed teaching strategies for effective classroom discussion:teachers should understand the connotation of classroom discussion,attach importance to the role of classroom discussion,carefully design classroom discussion topics,rationally divide the work into groups,create a good atmosphere for discussion,enrich discussion forms,rationally arrange discussion time,and strengthen the control of discussion process.Teachers and students need to summarize together and evaluate the effectiveness of classroom discussion in time by using PTA scale;students should prepare in advance and strengthen teamwork.The PTA scale for evaluating the effectiveness of biology classroom discussion is based on the teaching requirements of"Ordinary High School Biology Curriculum Standards(2017 Eaition)";topic design of classroom discussion on the first three chapters of the course "Genetics and Evolution",a compulsory biology course for senior high school in Peoples Education Press was designed to promote students to reach the fourth level of biological core literacy,and to provide a reference for new biology teachers to systematically design classroom discussion.