Practical Research On Broken-down Teaching Of Biology In Junior High School

The new curriculum reform clearly puts forward that students should study in an autonomous,cooperative and inquiring way.The curriculum standard of Compulsory Education Biology(2011 edition)also clearly points out that students should initially learn to use the biological knowledge they have learned to analyze and solve some practical problems in life,production or society.However,at present,there are still some problems in biology teaching in junior middle school,such as the neglect of students’ subject status,the low interest in learning biology,the insufficient cultivation of cooperative learning ability and problem-solving ability.Under the guidance of constructivism learning theory,anchored instruction emphasizes students’ active construction of knowledge,enables students to solve problems through autonomous learning and cooperative learning,and cultivates students’ problem-solving ability and cooperative learning ability in this process.Therefore,this study attempts to apply anchored instruction in biology teaching in junior middle school,trying to improve the problems existing in teaching and obtain good teaching results.The investigation of the current situation of biology teaching in junior middle school from the perspective of students finds that students expect to change the traditional teaching methods.Through the survey of the current situation of the application of the anchored instruction model to junior middle high school biology teachers,it is found that most teachers support the application of the anchored instruction model in teaching,but they do not fully understand the anchored instruction model.On the other hand,the anchored instruction model has higher requirements for class discipline and students’ quality.In practical application,due to less biology lessons and heavy teaching tasks of teachers,it is less frequently used in biology teaching of junior middle school.On the basis of reading the literature,according to the results of the investigation and the teaching practice,the anchored instruction strategy was put forward.Taking the contents of "the treatment of air by respiratory tract" and "hormone regulation" as examples,the application of the anchored instruction model in the classroom was introduced in detail.In this study,students of two classes who are similar in terms of cooperative learning ability,biological problem-solving ability,and mastery of knowledge were selected as the research objects.The anchored instruction model was used in the experimental group,while the traditional teaching method was used in the control group.After 4 months of teaching practice,students in two classes were assessed by using the scale and test questions,and then the results of student interviews were combined to comprehensively evaluate the effect of practical research.The results showed that there was no significant difference between the two groups in terms of knowledge mastery.However,the grade of the experimental group was significantly higher than that of the control group(P<0.05)in the test reflecting comprehensive application ability,which indicated that the anchored instruction model could improve students’ ability of solving practical problems in biology.Although the score of cooperative learning ability of the experimental group was slightly higher than that of the control group,the value of the difference in significance(P=0.06)was close to 0.05,which showed that the students’ cooperative learning ability in the experimental group was on the rise.In the two dimensions of individual responsibility and cooperative atmosphere,there was a significant difference in the contrast between the experimental group and the control group,which indicated that the application of the anchored instruction model in teaching had a significant role in cultivating students’ individual responsibility and improving group cooperation atmosphere.There was no significant difference between the two groups in terms of biological problem-solving ability.However,the value of the difference in significance of post-test(P=0.07)was far less than that of pre-test(P=0.75),which showed that the biological problem-solving ability of the experimental group students was on the rise.In the dimension of the attitude towards biological problems,there was a significant difference between the two groups(P<0.05),which indicated that the application of the anchored instruction model in teaching could significantly improve the students’ attitude towards biological problems.Therefore,it is concluded that the application of the anchored instruction model in junior high school biology teaching can promote students’ understanding and mastery of knowledge,improve students’ cooperative learning ability and biological problem-solving ability.However,there are still some deficiencies in the practice of the anchored instruction,which are mainly reflected in the following aspects:the classroom discipline is not easy to control,the students’ classroom performance is quite different,and invalid evaluation has occurred in the process of student mutual evaluation.These deficiencies can be improved by enhancing students’ awareness of discipline,cultivating students’ ability of self-control,paying attention to students with learning difficulties,giving full play to the influences of role models,and teaching students to correctly understand the effectiveness of evaluation.It is hoped that the research results of this paper can provide some help and reference for front-line teachers and other researchers in the application and follow-up research of the anchored instruction.