Practical Research On The Teaching Of Micro-topics In Biology Review Class For Senior High School

With the continuous advancement of new curriculum reform,the implementation of new concepts has become an inevitable trend;with the reform of the content of the biology college entrance examination,the requirements for students' various thinking abilities are also increasing.However,due to tight time and heavy tasks in the third year of high school,the traditional review is still carried out according to the three-round model of "chapter-module-test".New concepts,new ideas,and new requirements have not been effectively implemented,and the results of traditional third-year review are not good.Considering that as a new review mode,micro-topic teaching has the characteristics of small point of contact,deep exploration,clear themes,and strong pertinence.It has a good practical value in review.Therefore,the author used "micro-topics" in XX middle school of Lingtai to carry out the teaching practice research.First,determined the direction of this research through literature review.Secondly,we conducted questionnaire surveys among students and interviewed with teachers.After analysis,we found that students' interest in learning is not stimulated,basic knowledge is not mastered,system construction is not perfect,migration applications are not resolved,and comprehensive ability is not improved;teachers' teaching methods are still solidified.The model of teaching is single,and further exploration and promotion are needed,and the new model is structured to review.Based on this,the research has carried out an overall design for the micro-topic teaching--taking the compulsory one "Molecules and Cells" module of the People's Education Edition as an example,replying on the curriculum standards,textbook contents and the learning needs of students,according to the "big topic--small topic--the micro-topic” program selects and compiles the teaching content of micro-topics(a total of 20 micro-topics are selected);combined with the current academic situation,the author's teaching experience and the suggestions from front-line teachers,the implementation strategy of micro-topic teaching is proposed,and the micro-topic teaching is summarized.Pay attention to the principles and structure the "three stages and six steps" –A classroom mode of micro-topic teaching.Taking the second round of high school review as the time domain,teaching practice was carried out in XX Middle School of Lingtai.In the process of practical exploration,the basic design of micro-topic teaching is constantly supplemented and improved through students' feedback,classroom observation and comments from front-line teachers.After the practice,the students' self-evaluation(student questionnaire survey and interview survey)and teacher classroom observation were used to evaluate and analyze the practical effects of micro-topic teaching.Findings: Micro-topic teaching is conducive to the construction of students' knowledge system;micro-topic teaching is conducive to the transfer and application of students' knowledge;micro-topic teaching is conducive to the effective integration of students' basic knowledge and comprehensive ability;micro-topic teaching is conducive to building a teaching community and structure a New model of review;micro-topic teaching is conducive to improving review efficiency and promoting Professional development of teacher.Finally,analyzing and reflecting on this research,and we look forward to providing reference and reference for peers to the practice of micro-topic teaching.