The Practice Of Story Situation Teaching Method In Junior Middle School Biology Teaching

Under the background of the vigorous development in education reform,the standards for new curriculum focus not only on knowledge impartment,but also on students' skills and emotions.It has become an urgency for teachers to improve the classroom atmosphere,develop students' learning interests and keep students mobilized.Story situation teaching method integrates story situations into the classroom teaching.It can both help develop students' interest in learning and enable them to acquire knowledge through direct experience,which solves the problems in teaching to some extent.Therefore,taking the new curriculum,the characteristics of biology and the psychological characteristics of students in junior high school into consideration,this study explores whether story situation teaching method can improve the status of biology teaching in junior high school and elevate students' efficiency and interest in learning.This article mainly studies through the comprehensive application of literature research,investigation,interview and experimental research.Based on the constructivism learning,situational learning and interactive learning theory,story design is carried out.During the three-month experiment,the experimental class had adopted story situation teaching method,while the control class had still adopted traditional teaching methods.In order to prevent the influence of other variables,all classes were taught by the author.This paper takes the second,third and fourth chapters from the first PEP volume of biology textbook for grade eight students as the main research content to write the corresponding stories.The key and difficult points in teaching are integrated into the stories,which are made up to arouse students' interest in learning.The curriculum of other chapters is also designed according to this chapter,forming a series of consecutive stories.Taking The Role of Animals in the Biosphere as an example,the paper links animals with the ecosystem through the role of various animals in different growth stages of producers,so as to break through the important and difficult role of animals in the biosphere.There are four main stages in the development of the story.The first one is the budding of cherry,in which the decomposer's decomposition promotes the material cycle of the ecosystem.The second one is the growth stage.In this stage the predation of consumers reflects the material cycle of the ecosystem.The third one is the flowering stage,in which the pollination of butterflies shows the role of plant in that.The fourth one is the fruiting stage.In this stage,the birds feed helps plants in spreading their seeds.Students play the roles of the tree grandpa,the caterpillar and the bird in each stage for developing situational drama.The teacher assists them with multimedia and sets questions according to the key points to be reflected in each stage,for example,how does the decomposer transfer substance from the animal body to the inorganic environment?After reading the textbook,students communicate in groups,continue the writing of the questions from the story according to the textbook,and then have a group representative to show and explain the results of the group discussion to the class.The detection of results includes the following four parts.The first part is the detection of the practice of situation teaching.The unit testing is used after the teaching of the four experimental and comparative classes,in which 206 students are measured.The average score of the class that have had the unit test is 44.02,43.94,45.29 and 45.50,and the excellent rate is 0.53,0.44,0.62 and 0.69,while the outstanding rate is 0.85,0.90,0.92 and 0.98,and the passing rate is 1.00,1.00,1.00 and 1.00.The study finds that the experimental classes is better in the grasp of this phase than the control classes.The second part is the detection of the classroom participation.According to the classroom activity participation of the whole class and the behavior of individual student,test statistics of class participation is gained.Based on responses from the groups,the quantitative integration is conducted.Statistics from these two aspects show that the percentage of participants in the experimental classes is 92.31%and 98.04%and that in the control classes is 68.63%and 73.08%.In this way,the class participation in the experimental classes is better than that in the control classes.The third part is Investigation on students' interest in learning.Through a questionnaire for students from the four dimensions of emotional experience,knowledge activities,value cognition and autonomous enrollment,it is found that the autonomous learning situation and interest in learning in the experimental classes are better than those in the control classes.The fourth part is the prospect for the story situation teaching method.Based on interviews with teachers and students,it has been known that this teaching method can develop students' interest,improve classroom activity,and achieve certain effects in breaking through the major and difficult points in the curriculum.Moreover,students can learn the application of knowledge while acquiring knowledge in the situation,and have a good grasp of knowledge,but implementation is still limited.Based on the data analysis of the above four parts,the application of story situation teaching method can improve the current situation of junior school biology teaching,mobilize students,and cultivate students' autonomous learning ability.Besides,the flexible application of knowledge in the classroom shows the process of internalization.The story situation teaching method is significant both to the development of students,and to the improvement of teachers' ability.The reason is that classroom flexibility requires teachers to master the biology curriculum of the whole junior school.