Study On The Analysis And Optimization Strategy Of High School Biology Classroom Teaching Behavior

Classroom is the main front of education and teaching,and teaching behavior is the form of the main activity in the classroom.The performance of classroom teaching behavior is a direct indicator for evaluating the quality of classroom teaching.The "Ordinary High School Biology Curriculum Standards(2017 edition)" also clarifies the important position of classroom teaching behavior.So,what is classroom teaching behavior? What is the current status of high school biology classroom teaching behavior? How to optimize the teaching behavior of high school biology classroom? This research explored the above three issues,through practical research,revealed the problems existing in the current high school biology classroom teaching behavior,and explored the optimization strategy of classroom teaching behavior.This study used the combination of quantitative and qualitative research concepts of triangulation,specifically using literature research method,text analysis method,classroom observation method,in-depth interview method,and education test method.It is divided into five chapters to discuss the behavioral teaching behavior of high school biology classroom.Optimize strategy research work.Explore the path of thinking by finding problems,analyzing problems,and solving problems.The first chapter is the introduction.This chapter discusses the background and significance of the research,expounds the definition of related concepts,and summarizes the research at home and abroad,and clarifies the research framework of this research.The second chapter is the theoretical part of classroom teaching behavior.This chapter analyzes the classroom teaching behavior system from the overall perspective of classroom teaching behavior optimization.Through the method of literature analysis,the composition,internal relations and optimization principles of classroom teaching behavior are studied.This chapter summarizes the structure of teaching behavior system consisting of four parts: behavioral motivation,behavioral purpose,behavioral means and behavioral result;and explores the relationship between it and divides it into interactive relationship,causal relationship and controlrelationship;The three basic principles of behavioral optimization: the principle of efficiency,the principle of steady state,and the principle of regulation.The third chapter is the practical part of this study.The practice part aims to reveal the problems existing in the current high school biology classroom teaching behavior.The research methods,contents and conclusions of this chapter are all carried out under the basic idea of triangulation method,so as to avoid the single research method,research object and research as much as possible.Errors and vulnerabilities caused by content.This chapter uses classroom observation,text analysis,in-depth interviews,and educational tests to study the problems in the classroom teaching behavior and the causes of the problems.The first is the subject and object of practical research.The subjects of practical research are mainly the first year of the author's internship school,and combined with the video design of the biology quality course in the six provinces of Central and South China and the four major biology teaching journals.Then there is the collection of data.The author records the classroom behavior through field observation and video lessons,and extracts relevant information from instructional design,after-school interviews and educational tests.Finally,the analysis of information,based on the research results of triangulation,found that the current high school biology classroom teaching behavior is mixed.Among the highlights are:(1)able to reflect advanced educational concepts;(2)teachers' professional quality is generally high;(3)most students have good study quality;(4)some students have excellent biology.But there are also many problems:(1)part of the teaching activities flow in form;(2)absolute control of teachers,lack of teacher-student interaction;(3)failure of some teaching behavior to achieve goals;(4)classroom rhythm too fast.The analysis of the status quo is to further clarify the important influence of classroom teaching behavior on the teaching effect,and on the other hand to explore effective classroom teaching behavior optimization strategies.The fourth chapter is the optimization strategy analysis part.This chapter is based on the theoretical basis of the above-mentioned classroom teaching behavior,combined with the specific problems of high school biology classroom teaching behaviors derived from this practical research,from the three aspects of environmental support,development support,and specific implementation strategies to optimize classroom teaching behavior strategies.set forth.Aiming at the problems existing in the current high school biology classroom teaching behavior,the specific optimization strategies of presenting behavior,dialogue behavior and guidingbehavior in classroom teaching behavior are proposed from the perspectives of teaching behavior distribution,teacher-student interaction and classroom feedback.The fifth chapter is the conclusion.Based on the above theoretical research and practical research,this chapter summarizes the research on the behavioral analysis and optimization strategy of high school biology classrooms,and draws the following conclusions: First,the highlights and problems of high school classroom teaching behavior coexist.On the road of exploring the true face of high school biology classroom teaching behavior,like the essential attributes of things,its advantages and disadvantages coexist and gradually become clear.The outstanding highlights are manifested in three aspects: educational philosophy,professional quality and learning ability.The problems found in practical research are the focus of this research.The main problems exist in the four aspects of the purpose,implementation,achievement and organization of classroom teaching behavior.Second,the optimization of high school biology classroom teaching behavior is a global task.There are many factors that influence the performance of teaching behavior,from subjective to objective,from macro to micro,and from thought to institution.The resulting optimization of classroom teaching behavior is multi-faceted,more coherent and long-term.Third,teacher self-reflection is the key to optimizing classroom teaching behavior.The root of all behaviors is the development of thoughts,and the leader of classroom teaching behavior is teachers.Once the teacher's teaching behavior changes,it will inevitably affect students' learning behavior.Therefore,teacher reflection is the essential starting point for the optimization of classroom teaching behavior.