Application Research Of Situational Teaching In Teaching Of Important Concepts Of Biology In Junior Middle School

The junior high school biology curriculum standards show 50 important concepts.It pointed out that one of the ways to efficiently improve the teaching effect of biology is to arrange the content of education and teaching activities according to the important concepts in the subject.This can help students deeply understand,transfer and apply knowledge.However,biology is not used as the subject of the middle school entrance examination in the junior high school stage.It only needs to participate in the junior high school academic level exam.The students do not pay much attention to the investment in learning biology and have little interest.At the same time,the learning of important concepts is relatively abstract for most students and is difficult to understand and apply.This research investigatedd 134 junior middle school biology teachers and 1,015 junior high school students in Guangzhou through questionnaires to understand their perceptions,behaviors,perceptions,and expectations of junior middle school important concept teaching and situational teaching.It provides contextual teaching design for the important concepts of junior high school in this research and provides reference for future research activities on the teaching of important concepts and situational teaching in junior high school.Based on the reference of the literature,the scale of the "Questionnaire for Learning Interests and Attitudes of Important Biological Concepts" was compiled.The reliability and validity of SPSS21.0 statistical software were all between 0.7 and 0.8,indicating that the scale is reliable.The validity is good,so this questionnaire is distributed in practical research.In the practice school,two classes of similar grades in the eighth grade are selected as the practical research objects: the junior high school biology important concepts are used for experimental teaching,while the control class uses traditional teaching methods to teach the junior high school biology important concepts.After more than three months of teaching practice,comparing the academic achievements of the two classes and the scores of the Questionnaire on the Interests and Attitudes in Learning of Important Biological Concepts,the results show that: First,the master class of the control class at different time periods is not as good In the experimental class,the average class of the control class in the final exam is 61.71 ± 16.12,and the average class of the experimental class is 69.68 ± 17.60.The results of the two classes are significantly different(P <0.05),and 97.49% of the average difference between the two classes comes from To examine the topics of important concepts;secondly,in the interest and attitude,the comparison of the scores of emotion,behavior and value before and after the test,the control class has no significant change in each dimension(P>0.05)while the experimental class has a very significant difference(P<0.01).This shows that situational teaching of important concepts in junior high school can help strengthen students 'mastery of important concepts,improve students' academic achievements,and stimulate interest and attitudes in the study of important concepts of biology.Finally,according to the research status and results,it is believed that teachers pay less attention to the teaching of important concepts of biology in junior high school and the situation teaching situation still needs to be improved.Therefore,it is recommended to strengthen the training of front-line teachers,and at the same time,prior to the design of situational teaching of important concepts in junior high school,to understand the student's learning in many aspects,establish a library of situational materials,reasonably arrange situational teaching,and give full play to students' subjectivity in the teaching process.In order to better help learners understand and apply important concepts,improve students' interest and attitudes in learning biology.