Research On The Optimization And Application Of The Guidance Case Of "Thinking And Asking Class" In Biology Teaching In Senior High School

Under the background of the new curriculum reform,students are encouraged to participate in learning actively and improve their learning methods,so as to acquire the knowledge of biology in the hands-on and brain activities,and improve their core accomplishment of biology.The guidance case of "thinking and asking class" embodies the teaching concept of "student-oriented,teacher-led",and it enables students to learn independently and cooperate with others to acquire biological knowledge in the process of analyzing and solving problems.I have been teaching in the school for more than three years with the guidance case of "thinking and asking class".In order to better apply the guidance case to teaching,I try to optimize the compilation and use of the guidance case.This paper adopts literatures,questionnaires,interviews,observation,case studies and other research methods,and I select two biology science classes in HuaChi County xx high school as the research object.First,I hand out the students' questionnaires and interview some teachers to understand the present situation of the application of the guidance case.I analyze the problems existing in formulation and use;Then,according to the problems,I put forward formulating optimization strategies and using optimization strategies.Formulating optimization strategies: Optimize learning objectives by essential factor analytic method;Integrate the important and difficult points with learning methods;The design of questions should be appropriate to reflect the requirements of "layering,exploration and scenario".The form of summary in class should be diversified;Teachers should design exercises reasonably,and improve the quality of exercise design;After class work is designed in layers and arranged flexibly,standardize the compilation of procedures and strengthen the consciousness of in-depth lesson preparation in lesson preparation group.Using optimization strategies: Teachers' using strategies include timely check the students' preview about the guidance case before the class to master the learning situation;Make use of a variety of teaching resources to teach effectively and guide them in time;Review the guidance case in time after class,provide targeted guidance,and carry out teaching reflection and continuous improvement.The strategies used bystudents are as follows: timely preview before class;During the class,cooperative exploration is carried out in the way of group learning,then show and practice;After class,arrange the guidance case for review in time.According to the optimization strategies of the guidance case,the guidance case is optimized,and then the optimized guidance case is applied to practical teaching.The students' performance before,during and after class is observed by observation method and analyzed in the form of cases.Then it analyzes the influence of the optimized guidance case on the students.The practice results show that the optimized guidance case for practice teaching makes students form good study habits of pre-class preview,in-class exploration,and after-class consolidation exercises,and students' interest in learning biology,class participation,and research ability are all improved.Finally,I summary and reflect on the problems and shortcomings in this study,and put forward the corresponding suggestions.