Research On The Application Of "Question Qroup Reflection" Teaching Mode In Senior High School Biology Review Class

Biology review class is a common and necessary class in biology teaching in senior high school.For the current biology review class,some teachers pay more attention to the consolidation of knowledge,ignoring the improvement of students' thinking and ability.Teachers teach knowledge points and exercises directly and ignore the process of cultivating students' self thinking and internalization.This paper analyzes the current situation of high school biology review,and puts forward the teaching mode of "question group reflection"according to the problems in the review process,aiming to improve the review effect of students and cultivate their reflection ability.Using the collation of foreign research materials,this study explains the research background of this paper,introduces the domestic and foreign research on the senior high school biology review course and problem reflection teaching mode.Through the interview with the biology teachers of a high school,we investigate the current situation of the biology review of a high school by questionnaire to the students of two classes in a high school,and find the breakthrough point for the construction of "question group reflection" teaching mode.The results show that most of the students attach great importance to the biology review class,accounting for 92.68%of the total students surveyed;in the review class,the teacher focuses on speaking and practicing,and explains systematically,including knowledge points and exercises;in the review process,more than 53%of the students feel that they do not understand the essence of the knowledge point at all,and can not use the knowledge flexibly;more than 75%of the students feel that they need to further consolidate the knowledge they have learned.understand its internal meaning,enhance their ability to deal with problems,and gradually form a scientific thinking by solving the biological problems.Based on the survey results,we believe that teachers should optimize teaching methods in their work,help students consolidate their knowledge,improve their knowledge system,mobilize their enthusiasm for active learning,teach them how to reflect and summarize,and then realize the overall improvement of problem-solving ability and review efficiency.Based on the above investigation,the teaching model of "question group reflection" is constructed in the senior high school biology review class.The teaching mode of "question group reflection" aims to highlight the key and difficult points of knowledge,cultivate students'core literacy and reflection ability,and takes core literacy conception,representativeness and typicality,step by step,practicality and diversity as the construction principle,the implementation process is divided into six parts:the teacher's writing questions group,the students' preview of various questions group,self correcting reflection(basic questions group),inductive reflection(typical questions group),evaluation reflection(promotion questions group)and summary reflection(whole chapter questions group).The setting of question groups should meet the requirements of biological core literacy,follow the cognitive rules of students,and the number of questions in the question groups should not be too many.More time should be left in the classroom for teachers to guide students to reflect,reflect on the question groups,reflect on themselves,and obtain the improvement of knowledge and ability.Taking the review content of "hormone regulation of plants" in the third chapter of compulsory biology course for senior high school as an example,this paper analyzes the teaching effect of "question group reflection" teaching mode in senior high school biology review course by experimental research method.In the process of applying the "question group reflection" mode in senior high school biology review class,we should first conduct a pretest,and then select two classes with basically the same performance level from many classes,one as the control class and the other as the experimental class,using various methods such as paper and pencil test,questionnaire survey,teacher interview and classroom observation.this paper analyzes the influence of "question group reflection" teaching mode on students' thinking habits,abilities and learning achievements in review class.The survey results the teachers and more than 95%of the students are satisfied with the teaching mode of "question group reflection".There is a significant difference between the post test scores of the control class and the experimental class.The scores of the experimental class are higher than those of the control class.Thus it can be seen,this model can effectively improve students' performance,help students to build a knowledge system,cultivate students' ability of scientific thinking,reflection,analysis and induction,and provide new theoretical basis and practical reference for high school biology review class.Also has obvious shortcomings,It is mainly reflected in many aspects such as poor universality,higher requirements for teachers,and stricter students.The application of "question group reflection" teaching mode in senior high school biology review class can promote the development of recent development area,constructivism,metacognition and other theories,provide theoretical guidance for practical teaching,and provide different review reference modes for front-line teaching.However,there are still many deficiencies in the teaching mode of "question group reflection",which needs the continuous research,practice,improvement and development of the mode by the majority of researchers,so as to effectively improve the review effect of students and cultivate their thinking and ability.