The Teaching Design And Application Status Survey Of Smart Class In High School Biology

Amid its considerable attention to the development of educational informatization,the Ministry of Education has promulgated a number of relevant policies to promote the deep integration of information technology and education.As a high-end form of this integration,smart education has become the leader of the process of educational informatization.Smart classroom,which is the main position for smarter education in school teaching practice,innovates the way of teaching with the help of the smart learning space created by intelligent equipment in an effort to promote students'subject wisdom.However,the construction of Smart Classroom environment is currently emphasized in the Smart Classroom,which rarely reflects the changes of specific subjects'teaching mode and learning mode.The application of educational information technology is mostly in the initial integrated teaching stage.Therefore,this study is a preliminary exploration of the teaching design and application status of Smart Classroom in high school biology,intended to provide some suggestions and basis for the implementation of Smart Classroom.The paper is divided into five parts.The first part is the introduction,which elaborates the background,purpose,significance,methods and ideas of this study,defines the important concepts involved in this study by using the method of literature research,and organise the research status of Smart Classroom at home and abroad.The second part is the design and research of the Smart Classroom teaching mode.According to the literature and practical experience,this paper expounds the five elements of the Smart Classroom teaching mode,and makes a special discussion on the construction of the Smart Classroom teaching mode of high school biology course in theory,experiment,activity and review.The third part is the research on the application status.Through the investigation and analysis method and the classroom observation method,the application of intelligent equipment and teaching activities in Biology Smart Classroom in pilot schools is studied,and the current application status of Biology Smart Classroom is understood.Then the shortcomings are analyzed and some suggestions are put forward to solve these problems.The fifth part is practical exploration.The researcher chooses some teaching contents as application cases of Smart Classroom teaching mode for teaching design and analysis.The sixth part is the conclusion,which is the summary of and reflection on this study and is based on the abstract summary of the research process of this paper.Hopefully,this part will bring further improvements to the research on the implementation of Smart Classroom.The results are as follows.Firstly,students are satisfied with intelligent equipment and inherent e-learning resources.Secondly,students think that Smart Classroom can enrich the teaching activities in senior high school biology curriculum.Thirdly,students think that intelligent equipment can improve biology experiment teaching.Fourthly,students think that the Smart Classroom teaching mode can boost their learning effect.Fifthly,teachers think that using intelligent equipment teaching can reduce the workload and promote teaching reflection.What's more,teachers believe that Smart Classroom can improve students'learning enthusiasm and achievement.Finally,teachers believe that learning tools need to be improved urgently.Through the analysis of the research results,the following conclusions can be drawn.At first,the system support of intelligent equipment is not perfect enough.Second,teachers employ teaching tools too monotonously,mainly using tablet computers as a way of publishing electronic resources and helping students'preview and review.Next the interaction is still largely seen between teachers and students rather than between students themselves.Then the teaching evaluation is still largely carried out by teachers of students,and there is a lack of inter-student evaluation.