Research On The Application Of Knowledge Stratification In Junior Middle School Biology Teaching

With the wide application of various biotechnologies in real life,more and more people have shown a high interest in the study of biology.Junior middle school biology is a comprehensive and practical subject that is closely related to our daily lives.For junior high school students,a good knowledge of biology can lay a solid foundation for later life and learning.At the junior high school level,students study many subjects,and in the minds of most students,biology belongs to a sub-discipline.The attention in the classroom is not very focused,and they are not willing to spend too much time after class,which leads to Students' classroom efficiency is not high.Traditional teaching focuses on the unilateral transfer of knowledge,while cultivating talents,it causes students to have a certain influence on the learning initiative of biology.There are many teaching modes to improve students' classroom efficiency,such as flipping the classroom and bifurcating the classroom.But in this respect,there is less research on knowledge stratification.In the past,hierarchical teaching divided students into different levels according to their learning ability,acceptance level,etc.,and students at different levels conducted corresponding guidance,while knowledge hierarchical teaching was based on hierarchical teaching from the perspective of knowledge.The learning content is divided into different levels.This research attempts to apply knowledge stratification teaching to junior middle school biology classroom teaching,aiming to explore the effects of knowledge stratification teaching on improving students' classroom learning efficiency,students' enthusiasm and initiative in learning biology,etc.Teaching provides reference.This research adopts literature research method,questionnaire survey method,classroom observation method,experimental research method and data statistics method.First of all,consult and sort out the literature related to knowledge stratification tounderstand the current status and research background of knowledge stratification teaching at home and abroad.Secondly,define the concept of knowledge layered teaching,then write instructional design based on knowledge layered teaching,carry out teaching practice,and finally,propose countermeasures based on the problems in teaching practice,and propose knowledge layered teaching in junior high school students Suggestions for use in physical education.Classes 3 and 5 of the eighth grade of the middle school affiliated to Yan'an Vocational and Technical College of Shaanxi Province were taken as the research object.Class 3 was the control class,and teaching was conducted according to the traditional teaching method.Class 5 was the experimental class,and the teaching strategy was based on knowledge stratification.The 15 th to 21 st chapters of the eighth grade biology book of the Soviet Union edition are the research content.After testing through knowledge stratification,observing the learning behavior of students in the classroom,and conducting a questionnaire survey on the experimental class,mainly from knowledge stratification,students' enthusiasm and initiative in biological learning,classroom atmosphere,knowledge mastering,etc.For analysis.By analyzing the results of Class 3 and Class 5,the class observation form and the questionnaire survey,the following conclusions are obtained:1? Knowledge layered teaching is conducive to active classroom atmosphere.The communication between teachers and students when asking and answering questions,students seriously think in the cooperative inquiry link,exchange opinions,increase participation,and form partnerships.Teachers and students exchange experiences on the road of jointly exploring new knowledge.This teaching method is conducive to enhancing the classroom atmosphere.2?Knowledge layered teaching is conducive to mobilizing students' enthusiasm and initiative in learning.Students' awareness of autonomous learning has increased,and the situation of autonomous learning has been very good.Participation has increased during discussions.They can talk about teaching content in a timely manner.If they don't understand knowledge,they will ask teachers.Students' initiative in learning has been mobilized.There was greater enthusiasm before.3?Knowledge layered teaching is conducive to improving classroom efficiency.In the classroom,students focus on simple knowledge,students master it by themselves,and focus on the difficult points.After class,the degree of knowledge is also improved.They can apply the knowledge to life and connect with practical problems.Thinking,teaching efficiency has improved,so classroom efficiency has improved.