Research On The Present Situation,Problems And Countermeasures Of Situational Teaching In High School Biology Teaching

With the deepening of the new curriculum reform,more and more teachers apply situational teaching in high school biology teaching.In the "Opinions of the Central Committee of the Communist Party of China on Deepening the Reform of Education and Teaching and Comprehensively Improving the Quality of Compulsory Education" issued by the Ministry of Education in 2019,it is proposed to attach importance to situational teaching,and actively explore situation-based,problem-oriented interactive,heuristic,and inquiry-based Experiential and other classroom teaching methods.In addition,the implementation of the new curriculum standards prompts teachers to actively explore and innovate situational teaching to promote the development of quality education.So,what is the current situation of high school biology teachers' application of situational teaching? What are the problems? How to solve? In this regard,this research carries out an investigation and countermeasure study on the status quo of the application of situational teaching in high school biology with focusing on situational teaching.This research mainly adopts literature research method,questionnaire survey method,classroom observation method and so on.First of all,the author clarifies the principle of creating an effective teaching situation through combing the connotation of situational teaching,the historical development context at home and abroad,the research status and theoretical basis on the basis of studying relevant literature.On the basis of literature review,through the interpretation of a series of educational documents since the new curriculum reform,the importance of situational teaching to classroom teaching is expounded,at the same time,it introduces the reasons for the topic selection,research purpose and significance,research content and methods,research ideas and routes in turn.Secondly,in order to understand the current situation of situational teaching in high school biology teaching,the author conducted a questionnaire survey and interviews with teachers and students of 8 middle schools in Chongqing.After analyzing the survey data and interview records,it is found that in the current situational teaching of high school biology teaching,teachers present a relatively positive status quo in terms of personal cognition,teaching application,teaching effect and teaching attitude towards situational teaching.Most teachers expressed a better understanding of situational teaching and agreed with the value and significance of the application of situational teaching in high school biology teaching;the vast majority of teachers can create situations based on the teaching content in new courses and classroom introduction,and the frequency of application is relatively high;In terms of students 'interest in the situation created by teachers,classroom participation,and the level of activity in the classroom atmosphere,the overall effect of situational teaching applications is relatively good;most teachers and students expressed their support for the application of situational teaching in high school biology teaching.There is a higher degree of support.However,there are still some problems that need to be resolved,including the five major problems of lack of deep understanding of situational teaching,insufficient research,difficult selection of situational materials,inadequate situational teaching design and inability to apply classroom teaching.The reasons for the above problems are mainly due to teachers' lack in theoretical knowledge,scientific research awareness,resource accumulation,innovation ability and teaching thinking solidification.In response to the above problems,the author combined literature and classroom teaching cases from six aspects: theoretical understanding,scientific research concepts,resource construction,instructional design,classroom application and teaching reflection to propose strategies for the application of situational teaching in high school biology teaching.With a view to providing a certain reference and reference for high school biology teachers to better carry out situational teaching.First of all,from the perspective of individual teachers,school organizations and teaching and research departments,through reading theoretical books and literature,participating in teaching and research activities,teacher training methods and other methods to help teachers systematically learn and master theoretical knowledge,improve the level of understanding of situational teaching;second,Promoting the professional development of teachers by changing ideas and enhancing scientific research consciousness;Then,building personal teaching resources from the acquisition of network resources and personal life resources to provide a way for teachers to build personal resources.Through the presentation and analysis of teaching design cases,it provides a reference for teachers to optimize teaching design;then,starting from point and line thinking,based on the context creation link for case analysis,for teachers to flexibly create situation development ideas in classroom applications;finally,By reflecting on the three aspects of "bright spots","shortcomings" and students' "flash points" in the teaching design and teaching process,it helps teachers revise and improve the teaching design and improve the teaching effect.