Exploration On The Application Of Demonstrative Teaching In Senior High School Biology

Under the requirements of the new curriculum reform,China's biological teaching is mainly in the form of scientific inquiry.However,due to the limitations of scientific inquiry,teachers still have the misunderstanding of experimental results in the teaching activities with scientific inquiry as the main form.Therefore,strengthening the scientific argumentation process in teaching enables students to better learn in the process of scientific argumentation,further understand the nature of scientific inquiry,and at the same time help teachers to explore the supplement of current teaching methods in the process of scientific argumentation.It provides the basis and reference for the current research on the teaching of argumentation in China.The current high school classrooms in China are mainly taught by teachers.However,the traditional teaching methods are easy to ignore the students' dominant position in the classroom,resulting in only the teachings as the classroom-oriented practice form,which cannot reflect the essence of scientific inquiry.Demonstration teaching is a new direction of the current educational research field.It is to practice the demonstration activities,let the students experience the analysis of the problems,draw the opinions,provide the basis,explain the support claims,after "questioning" and "arguing",Improve or recognize the process of arguments,so as to cultivate a way for learners to think reasonably.Such scientific research methods not only meet the requirements of quality education and the "course standard",but also develop the learning ability of learners' scientific inquiry.This paper focuses on trying new teaching methods in biology teaching,using the teaching method of argumentative teaching to improve students' interest and classroom participation,and improve the scientific thinking ability of learners under the premise of enriching the content of biological classroom teaching.After consulting the relevant literature and determining the research direction,interviewed the biology teachers at different levels,and learned that the biology teachers mostly adopt the teaching method in the teaching activities,and individually adopt the self-directed classroom teaching mode,which generally recognizes the demonstration teaching.It is conducive to improving the classroom learning atmosphere and allowing students to better participate in classroom application knowledge.However,in practical practice,under the fixed factors of teaching tasks and teaching forms,only the teaching points of the biological teaching materials are taught.The teaching mode is single.Lectures are the main method,and it is rare to try new practice methods to improve classroom teaching efficiency.According to the current teaching situation and the related theories,the research contents are as follows:(1)Take the content of the compulsory textbook of high school biology(People's Education Edition)as an example,and sort out the chapters applicable to the argumentative teaching in the teaching content so that the teachers can respond accordingly.In the teaching content,the argumentative teaching method can be used reasonably;(2)taking the content of the appropriate argumentative teaching in the compulsory textbook of the PEP as an example,according to the relevant teaching principles,using relevant teaching strategies,presenting it in the form of teaching design.The specific process of practice;(3)Analyze the teaching practice through the academic performance of the experimental and control classes before and after the practice in teaching,the scientific argumentation ability in the exercises,the change of language expression ability and the knowledge point migration ability in the exercises effect.The results show that after using the method of argumentative teaching,there is no significant difference in the scores between the experimental class and the control class,but in terms of knowledge transfer and application ability,the class knowledge of using the expedition-based teaching has higher migration ability than the control class.In summary,the use of argumentative teaching in high school biology classrooms can improve students' scientific thinking ability and ability to analyze problems to a certain extent,and enhance students' biological learning interest and language expression ability.However,the effect of the argument is also related to the teacher's classroom guidance and the student's knowledge reserve.In addition,the scientific thinking and active inquiry ability of cultivating learners are gradually accumulated,and it is difficult to achieve the expected results in a short period of practice.