A Practical Studay Of Useing The Jigsaw In Bioscientific History Teaching In High School

This thesis mainly responds to the requirements of the bioscientific history and th e choice of teaching methods in Biology Curriculum Standards for Senior High Scho ols(2017 edition).That is,"in the teaching process,teachers should pay attention to the s tudy of the bioscientific history and the nature of science.To understand the nature of science and the ideas and methods of scientific research,learn the spirit of dedication of scientists to improve the core literacy of students in biology." And "Organize active lear ning characterized by inquiry.Teachers should take into account students of different levels during development in group cooperative make sure each member can play a di fferent role." Combining above requirements and the current cooperative learning in fro nt-line teaching problems that need improvements:1.Group cooperation is mostly formal and neglects the essence;2.Awareness of responsibility is weak of the students in group study;3.Higher standard guidance abilities and reflection should be equipped with teacher;4.Lacking of effective evaluation and encouragement measures.After comprehensive thinking,I finally chose using the jigsaw to teach the bioscie ntific history in order to achieve:1.The dynamic integration of the teaching bioscientific history and active lear ning based on inquiry;2.Creating an efficient group cooperation to make up for the lack of cooperative te aching in the current group;3.To provide a new form of organization for the classroom in bioscientific history.This thesis is mainly divided into six parts.Chapter 1,introduces the background,purpose,significance,research ideas and met hods of the topic.Chapter 2,will focus on the literature review and theoretical basis for the research on the jigsaw and bioscientific history.Chapter 3,is to sort out the pattern of the jigsaw and bioscientific history,and mer ge the two with each other.And then summarize the various considerations in the appli cation.Chapter 4,writes the experimental steps,and illustrate it with specific empirical res earch process.Chapter 5,analyzes the data by collected questionnaires and test papers,and then d emonstrates the practical role of this study.Chapter 6,writes conclusions and prospects through analysis and summary.The following conclusions can be drawn from this practical study.First of all,maki ng good use of jigsaw teaching bioscientific history increasing students' interest i n learning,exploring,and cooperating with others.Especially in the science of re sponsibility in teamwork.Secondly,jigsaw teaching bioscientific history also can increase students' skills of understanding and memory knowledge,solve explorato ry biological problems.;Finally,compared with conventional teaching,using the ji gsaw to teach bioscientific history can improve students' biological scores.