Analysis On The Application Of Task-driven Teaching Method In Senior High School Biology Teaching

With the advancement of the new curriculum reform,the core standard of personnel training has been transformed into training people with innovative thinking and practical ability.But even though the new curriculum reform has been carried out for nearly 20 years,the traditional teaching methods still occupy an important position,which leads to the existence of cramming knowledge into students by teachers in the field of education and teaching,but the student then does not ponder,receives the entire passive learning the undesirable phenomenon,this urgently needs to explore the new teaching method.The task-driven teaching method has a history of nearly 50 years,and has become a popular teaching method in the field of teaching.In the field of biology teaching,task-driven practice and research are increasing year by year.In recent years,the "student-led" class has been developed by some front-line teachers and has been used in classroom practice.In addition to the use of "student-led" classroom forms in university courses,there are also many examples in the field of basic teaching of trying to "student-led" this new classroom form,mainly concentrated in the review class,the examination paper comments the class and the partial new instruction.And the task-driven teaching method that guides the students to give lectures is to combine the task-driven teaching method with the class type of "the students give lectures",taking the tasks as the main line,drive students to carry out independent learning,group cooperative learning,on stage to explain knowledge,comments perfect knowledge and other learning activities.The research content of this paper is to innovate and define the concept of task-based teaching method,and to design a general classroom model based on task-driven teaching method and its key links,two teaching cases are designed around this classroom model,and two teaching cases are applied to the teaching of biology in senior high school to carry out educational practice research,so as to verify the applicability of the task-driven teaching method guiding students to give lectures,is Superior to traditional teaching methods.The research methods include Literature Research,Case Analysis,education experiment research,investigation research which includes interview,paper-and-pencil test and questionnaire survey.In order to make an empirical study,before the implementation of the teaching case,the author took the results of the second monthly test of senior one in a school in Meizhou of Guangdong Province,as the pre-test,and based on the results of the previous test,two ordinary classes(class 1 and Class 2)and two excellent classes(class 5 and Class 6)were selected to form two control experimental groups.Through the comparative analysis of the Test Results of the Control Group and the experimental group in each control experimental group,combined with the results of the questionnaire survey of the experimental group classes,it is proved that the task-driven teaching method,which guides students to give lectures,is suitable for the application in biology teaching in senior high schools,to cultivate students' abilities in autonomous learning,communication and cooperation,language expression,criticism and dialectics,and to change students' ways and attitudes in learning biological knowledge,it changes from the passive learning of total reception to the active learning of discriminative learning under the task-driven.Thus,the task-driven teaching method,which guides students to give lectures,is applicable and feasible in senior high school biology teaching,and meets the requirements of curriculum reform for personnel training,and is conducive to solving the bad problems in the field of education and teaching,therefore,it has high research significance and popularization value.However,this study is only a preliminary exploration of the task-driven teaching method that guides students to give lectures.There are still some deficiencies such as insufficient research content,insufficient research experience and insufficient research samples,it needs to be tested and improved in the follow-up research practice.In addition,the task-driven teaching method designed in this study is not a fixed mode of implementation,but also needs to be adjusted,reformed and innovated by educators according to the actual situation.