Application Of Situational Creation In Task-Based Teaching Of Biology In Senior High School

At present,under the background of basic education focusing on the core literacy of Chinese students,the General Senior High School Biology Curriculum Standards(2017 Edition)combines the characteristics of biology to propose the core literacy of biology,and emphasizes the optimization from the biological teaching level.The teaching strategy will be to cultivate the core literacy of the student biology discipline into each lesson.Task-driven teaching,as a teaching method under the guidance of achievement motivation theory and constructivist learning theory,embodies the teaching philosophy of teacher guidance and student leadership,and context creation plays an important role in task-driven teaching.Based on the theoretical basis and research status of task-driven teaching and situational teaching,this study attempts to explore the theory and practice of situational creation in high school biology task-driven teaching.The results are as follows:(1)Using the questionnaire survey method and interview method to conduct a survey on the situational creation of high school biology task-driven teaching in a middle school biology teacher and a second-grade student in Chifeng City,and found that through a semester of teaching practice,students study in biology.Attitudes,classroom performance and other aspects have improved,89.45% of students adapt to this teaching method,72.68% of students believe that this teaching method can help themselves learn biology,82.21% of students are willing to participate in situational teaching activities.(2)The survey found that teachers in the internship schools often arrange teaching tasks in the form of exercises,and occasionally arrange tasks for finding materials.Teachers will use situational teaching from different levels in classroom teaching and recognize the way in which task-driven teachingcreates contexts.It can change the atmosphere of the classroom and help to improve the core literacy of students' biology.(3)According to the characteristics of high school biology,the author tries to put forward the implementation process of situational creation in high school biology task-driven teaching: clearing the target,determining the task;creating the situation,releasing the task;autonomous learning,implementing the task;summarizing the evaluation,Complete the task;and combine the teaching practice,summed up the specific teaching case.After the practice,the passing rate of the two experimental classes increased by 5.40% and8.00%,respectively,and the average score increased by 0.88 points and 8.10 points respectively,and the academic scores were improved.Through the study of situational creation in high school biology task-driven teaching,students' attitude towards biology is improved,and students are encouraged to construct new knowledge more quickly and accurately,fundamentally improve students' learning styles,and then improve students' biology.The core literacy of the discipline.