Practical Research On Autonomous Experiments Of Biology For High School Students

Based on the basic concept of biology curriculum standards,it is required to improve the ability of inquiry through biology learning,cultivate students' autonomy and creativity,and improve students' biological core literacy.As an important part of biology,experiment can fulfill the above requirements.The teaching method is especially important.However,in the current middle school experimental teaching,students lack the corresponding experimental design ability and lack of creativity in the study and examination,and the existing complicated experimental programs.It is difficult to implement in middle school teaching.Therefore,how to guide students to design experimental teaching that can improve their creativity according to the software and hardware conditions of the school in actual teaching is worthy of further study.Therefore,the author proposes the teaching method of self-experimental experiments in high school students' biology.Based on the current situation of experimental teaching,the author selects the content of elective teaching materials and explores the influence of independent experimental teaching on students' initiative,learning situation and creativity tendency.The author interviewed the biology teachers of the internship school and some students about the independent experimental teaching related issues:the biological experiment less time,the students' academic tasks are heavy and the participation in the experiment is not high,due to the lack of experiment Content understanding and corresponding knowledge background,shallow understanding of existing experimental results,low level of knowledge,difficult to combine experimental skills knowledge with social issues;there are certain difficulties in experimental design topics,but theoretically independent experimental teaching is feasible.Students are enthusiastic about participating in independent design experiments.Basically,the author through the comprehensive analysis of the content of the high school biology textbook elective one or three textbooks(People's Education Edition),screened out the content suitable for the independent experimental teaching of the students under the guidance of teachers,proposed to inspire through the teacher's pre-course Students,strengthen the introduction of background knowledge;guide students to design experiments based on the experimental theme,conditions,materials,devices,etc.,after the teacher's guidance correction,experiment in the experimental class and laboratory opening time;after the experiment is completed The students exchange results and display each other,and then the teachers evaluate several aspects according to the program of the student's experimental design,the performance of the experimental operation,and the results and reflections.They are flexible in the class and after school hours,and the span is relatively large.The two teaching designs of "traditional fermentation technology" and"exploration of mold culture and growth conditions" are used as examples to demonstrate the process.The author used the time of one semester,selected 21 classes as the experimental group,adopted the independent experimental teaching method,and 22 classes as the control group,using the traditional experimental teaching method.The results of practical research on biological independent experiments of high school students were evaluated by analyzing the collected questionnaires and scale data and academic performance before,during and after the semester.The results of practice showed that the students in the experimental group were significantly more interested in the biological experiment than the control group(P<0.05).The classroom behavior of the experimental group was significantly improved compared with the control group;the experimental group was higher than the control group in terms of experimental design ability(P<0.05);the scores of the experimental group were significantly different from the control group(P<0.05),and there was no significant difference between the two classes in the mid-term examination P>0.05);the experimental group was superior in the curiosity and challenging two points.In the control group,there was no significant difference between the two classes in terms of creativity(P = 0.051).It is concluded that independent experiments can improve students' learning initiative,improve students' experimental design ability,help to cultivate challenges and curiosity,and improve the recognition of teachers and students for independent experiments,making full use of the school's existing Resources(such as the second classroom,interest classes),improve the role of experiments in biology,independent experiments can be applied to high school biology experiment teaching.This practical study initially explored the use of independent experiments in middle school biology and actively improved the high school experimental teaching methods.The two practical cases also provide a reference flow for other front-line teachers to learn from independent experiments.Although the time is short,it has a positive impact on experimental teaching,student subjectivity and creativity.