Observation And Teaching Practice Research On The Introduction Activities In Senior High School Biology Classroom

In the classroom teaching of high school biology,although the lead-in session is only a few minutes.But it plays an important role in the whole biology teaching.This study is carried out under the background that the role of classroom introduction in senior high school biology classroom has not been paid attention to.In the current environment of increasingly highlighting the core literacy of biology discipline.High school biology classroom is the concentrated embodiment of scientific education values.Classroom introduction plays an important role in an efficient high school biology classroom.The role of classroom lead-in can not only help students focus,but also stimulate interest.It not only helps teachers connect the preceding and the following,but also paves the way.Even for the classroom to reveal the theme,active guidance.For learning to create an atmosphere,create a situation.In order to make the classroom lead-in process more consider the needs of students and feedback of classroom effect.This study focuses on the observation of high-quality biology classroom teachers’ common ways of introduction and investigation of students’ understanding of classroom introduction.Then provide some reference for senior high school biology teachers’ classroom introduction.Hope to improve the design of classroom introduction and improve the quality of teaching.The methods used in this study are classroom observation,experiment and questionnaire.This study takes the high school biology high-quality courses in 2018 and 2019 of "one Good Lesson per Teacher.One Outstanding Teacher per Lesson" in the national.Make record with the help of <observation form of senior high school biology classroom introduction>.This paper analyzes whether the teacher’s introduction design is different in the three different types of classes: new teaching,review class and experimental class.Two parallel classes are set up by experimental method.Teacher use different classroom introduction methods to teach for a period of time.In the process of using the experimental method,we use the questionnaire survey method to investigate the students of the two classes,get the students’ understanding of the classroom introduction,analyze the statistics,and feed back the results to the teachers for improvement,and then carry on the teaching,count the results of the two classes,and analyze and compare.The results are as follows: Teachers all attach importance to the classroom lead-in link,so that there is a lesson must guide.There are many import methods.The imported tools are used properly,the source of imported content is close to students’ life,most of them come from Internet materials.The role of introduction is clear and diverse.Students’ classroom reaction is relatively calm and natural.The introduction is mostly conducted by teachers and students,focusing on students’ participation.The method of import is a combination of many import methods,but the import method of recitation is relatively single.The import time is reasonable.Practical research findings of classroom teaching(a round of senior high school biology review class):Students are deeply impressed by the introduction of teachers.The purpose of import is clear.Students prefer teachers to adopt the methods of activity introduction and scene introduction.There was no significant difference in scores.Through the analysis of the above research results,some suggestions are provided for front-line teachers: It is suggested that the front-line senior high school biology teachers should consider the characteristics of different classes and pay attention to the setting of the introduction link in the process of teaching biology.Create more situations,design activities with strong sense of participation,improve students’ activity in the classroom and stimulate students’ interest in learning.