A Practice Research Of "Knowledge Stratification Teaching" In High School Biology

In the new round of curriculum reform,the principle of “less but better” curriculum design was clearly put forward,which requires the content of the curriculum to be simplified and the capacity to highlight the key points.Only the refined teaching content can guarantee the efficient teaching efficiency and the high quality classroom,and promote the formation of students' core biological literacy.Based on the concept that students are the teaching subject,this research design teaching from the perspective of students learning case,according to former students of biology science concept and curriculum standard requirements for knowledge of science such as stratification,and the knowledge hierarchy developed on the basis of studying case teaching strategy,preparation before class to make students' mastering knowledge,lower level class time with different teaching methods to overcome difficult knowledge points to solve students,in order to achieve smaller class,improve the teaching effect of classroom teaching efficiency.After fully understanding the current situation at home and abroad,this study was carried out with the help of constructivism theory,zone of proximal development theory,humanism theory,optimization theory of teaching process and meaningful learning theory,using education experiment method,case analysis method and other research methods.Its main content is the core concept of “high school biology curriculum standard” form a conceptual system,in this paper,with the college entrance examination as the teaching effect with reference to the estimation of the teaching practice of the teaching design,through five years the university entrance exam high frequency knowledge test and application of detection test paper before class the student's problems and needs,and then use suggestions according to the teaching difficult point and combine with the experience of teaching teachers determine the importance and difficulty of knowledge.This paper divides knowledge into three levels: level A is important and difficult;B is important and general;Grade C is more important or easier.According to the level of knowledge points stratified study plan preparation and teaching design.The experimental class adopts the knowledge stratification strategy to carry on the teaching,while the control class adopts the traditional teaching strategy to carry on the biology teaching.The object of this study wasto guangxi normal university affiliated middle school of sports two parallel class,was the content of the research in biological required for high schools are two chapters 3~5 points,to test the volume form of experimental classes,and before that in comparative classes after the test and the test by SPSS statistical software to analyze data,before test in T test P= 0.125 > 0.05,shows that experimental class 1 and class 2 that in comparative classes two classes of biological study result and on the biological knowledge level,there is no significant difference,class 1 and class 2 are comparable.In the three post-test t-tests,the P values were getting smaller and smaller and all were less than 0.05,indicating that there was a significant difference in biological performance between the experimental class and the control class.And with the increase of time,with the differentiation of knowledge stratified teaching strategy and traditional teaching strategy,the difference of biological performance between experimental class and control class becomes more and more significant,which fully shows that the application of new teaching strategy teaching can significantly improve biological learning performance.Knowledge stratification teaching strategies are compared with the traditional way of teaching to have the good teaching effect,because knowledge can according to the actual situation of students stratification teaching strategies and learning rule knowledge in order to simplify the complex,according to the students' cognitive law will be divided into different levels of knowledge,students can understand knowledge step by step and in an orderly way constructing knowledge from low-level transition to advanced knowledge.While the traditional teaching method also follows the teaching method from easy to difficult,but there is no clear division of knowledge level,so it cannot systematically realize the transition of knowledge with different degrees of importance and difficulty in teaching practice,so the teaching effect is not obvious.Through this study the following conclusions: 1.Only the scientific division of knowledge levels will make meaningful knowledge stratification teaching strategy,which requires the students from set out actually,students find difficult and problem,to grasp the students needs,find out the students' difficulty and problems to be solved,according to the difficult point to define strictly the knowledge stratification.2.Knowledge stratified teaching strategy is conducive to the improvement of students' biological performance.In the process of teaching,teaching design should be given to students' learning situation,and the relationship between teaching and learning should be truly improved.Only when students actively construct and deeply understand knowledge,can they learn better and realize the transformation of deep learning.3.Compared with traditional teaching methods,knowledge hierarchical teaching strategy can change teachers' teaching philosophy andarouse students' learning interest.Students' learning is the basis of learning,and it starts with students' active learning,while the layered teaching strategy of knowledge can increase students' participation in learning,students are no longer the knowledge input,and the classroom becomes more lively and interesting.The conclusion of this study puts forward some suggestions for teaching: 1.The division of knowledge points is clear and in line with the actual learning of students.The compilation of learning plans is an extremely important part of this study and an indispensable part of the implementation of this teaching strategy.2.Teaching design should be rigorous,and teachers should also play a leading and supervising role in class.Compared with the traditional teaching design,the teaching design of knowledge hierarchical teaching strategy should be more compact and orderly,strictly follow the learning plan order to complete a lesson,and pay attention to collect students' doubts that are still difficult to solve after a lesson,and do a good job in improving the work.3.Teachers and students pay attention to the combination of various teaching strategies to achieve better teaching results while using knowledge stratified teaching strategies for teaching and learning.