Practice Of Pad Class Teaching Mode In Biology Teaching Of High School

The "PAD classroom" teaching mode divided into three parts: presentation and assimilation and discussion,presentation was not spoon-feeding method,but the framework and difficulty of teaching courses.Assimilation needs students to complete independently and discussion requires the participation of teachers and students.Research was based on the teaching difficulties of the high school biology compulsory three "steady state and environment" module and constructs a PAD classroom teaching mode suitable for high school biology teaching.The main research contents were as follows: firstly,introduce the theory of PAD classroom teaching mode;secondly,statistically analyze the difficult knowledge of high school biology compulsory three "steady state and environment" teaching;Third,construct a PAD classroom teaching mode suitable for high school biology teaching difficult knowledge,and apply it to teaching practice;fourth,the effectiveness of the PAD class teaching mode was analyzed.The article utilized literature research method,investigation research method and experimental research method and so on.160 students from the second-year high school science class as the research object,the following conclusions were obtained: From the completion of the student's learning objectives: 92.3% of the students thought that the teacher's teaching framework and the teaching difficulties could be internalized for the students.The absorption link laid a good foundation,and 78% of students thought that the PAD classroom teaching mode could promote students' knowledge.Judging from the completion of teachers' teaching objectives: 79.3% of the students thought that the PAD teaching mode could promote students' active learning,and 89.7% of students thought that the teaching mode could reduce the learning burden of students.Judging from the completion of students' emotional goals : 91.3% of the students thought that the PAD teaching mode could make students truly appreciate the change of the "protagonist" in the classroom,and 79.2% of the students thought that the teaching mode could make students strengthen teamwork awareness,and could improve students' attention in the classroom.When selecting the teaching mode of a new course,72.1% of the students tended to PAD classroom teaching mode;when students evaluated the teaching effect of using the PAD class teaching mode in the biological classroom,87.5% of the students thought that the teaching mode was superior to the traditional teaching mode.Conclusions: In the PAD class,the teacher only played a leading role in the teaching process,giving the students a larger independent thinking space and subjective status;presentation and discussion links have greatly mobilized the students' enthusiasm for learning,and the students have changed from the initial acceptance learning to active learning,which made the biology classroom more active,and the students understand the teaching knowledge more thoroughly;the study interest academic performance and learning attitude have been greatly improved using classroom teaching mode,indicating it has a positive role in promoting students' effective learning.At the same time,the successful implementation of the teaching mode required the cooperation of teachers and students,therefore,in order to obtain satisfactory teaching results,teachers need to control the classroom,help students to change the learning attitude of passive learning and cooperate with the implementation of the classroom teaching mode actively.