Research On "Teaching For Understanding" Of Biology In Senior High School Based On Classroom Observation

Under the background of information society,the total amount of human knowledge is growing rapidly,and the update speed of knowledge is also accelerating.The information age requires learners to have a deeper understanding of complex concepts.Learners are supposed to be able to use concepts comprehensively to create new knowledge and new theories and have the ability to critically evaluate the learning content and clear scientific thinking ability.All this should be built on the basis of “understanding”,because only by understanding knowledge can we apply knowledge and only by understanding existing knowledge can we create new knowledge.Teaching for understanding aims at promoting students' understanding and takes the occurrence of “understanding” as its core concept.It is an important means to cultivate students' understanding and an effective way to realize efficient teaching.Classroom observation integrates theory with practice and it focuses on the dynamic problems in the process of classroom teaching.It can provide scientific and real data for classroom teaching research,which is a bridge to connect the real classroom with classroom research.This thesis combines “teaching for understanding” with high school biology classroom observation.In order to do an in-depth research,the researcher investigates the present situation and the deficiency of “teaching for understanding” in high school biology teaching.Suggestions are given in order to promote the teachers to focus on “comprehensible teaching” and encourage students to pay attention to “comprehensible learning”,which can improve the teaching efficiency of biology class.The thesis mainly includes the following parts:Firstly,this thesis uses the literature research method to discuss the domestic and foreign research status and theoretical basis of Teaching for understanding,and defines the relevant concepts.Secondly,based on the relevant theories of the division of understanding dimensions,the construction principles of the classroom observation scale,and the reliability and validity test of the observation scale,a high school biology comprehension classroom observation scale was constructed.Thirdly,using this scale as a classroom observation tool,this thesis selected 21 excellent high school biology lesson examples for classroom observation,experienced the implementation of observations and the statistics and analysis of observation data,and learned about the current status and existing problems of the current high school biology comprehensive teaching,then put forward corresponding optimization suggestions.Finally,based on the discussion of previous classroom observation results,this thesis selected the section of “cell differentiation” to analyze the elements of Teaching for understanding and improve the teaching design,hoping to apply the concept of Teaching for understanding into teaching practice and provide effective help for senior high school biology front-line teachers to carry out Teaching for understanding.The results show that: in high school biology classroom teaching,the frequency of teachers' understanding teaching behavior is slightly higher than that of students' understanding learning behavior,but there is no significant difference,indicating that more and more attention is paid to students' dominant position in current teaching,and teachers' teaching and students' learning are relatively consistent.Secondly,teachers and students mostly focus on the construction of biology comprehension class on low-order understanding behaviors such as interpretation,analysis and clarification of meaning,but pay little attention to the construction of transfer application,insight and self-knowledge,and human and emotional dimensions.During the process of teaching,teachers should pay more attention to students' understanding level of “transfer application” and“insight self-knowledge”.What teachers should do is to guide the students in the new,complex,effective use of knowledge in real situations,exercise students' problem solving ability and practical ability to innovate.At the same time,teachers should also pay more attention to guide students to evaluate their own thinking mode and behavior mode,and guide students to adjust their thinking habits,learning strategies,emotional attitudes and other reasonable.Finally,teachers should take appropriate teaching methods to help students to establish positive emotions for biology class and learning activities so that students can have more positive behavior in class.