Practical Research On Hierarchical Teaching In Tibetan-Han Teaching In Senior High School Biology

The hierarchical teaching of high school biology is an individualized teaching method implemented on the basis of reforming the traditional classroom teaching style.The application of hierarchical teaching respects the individual differences of students,may change the drawbacks of traditional teaching,and stimulate the cooperation and competitiveness between students to some extent.The source of students in my school is complicated.There are both inland Tibetan classes and local classes,which provides a suitable target for conducting cross-ethnic hierarchical teaching research.The students of the Tibetan class are composed of children of Tibetan pastoral areas and cadres who assist Tibet.There are different degrees of differences between the students in the Han class and the Tibetan class.Except for language,mathematics,and other subjects,most of the teachers of other subjects are cross-Tibetan and Han teaching.The class teaching system makes it difficult to balance the classroom learning efficiency of students with high academic performance and students with academic difficulties.Based on the above-mentioned current situation and problems,I took the practical research of stratified teaching in high school biology cross-ethnic teaching" as the research topic,aiming to(1)explore how to implement each link of stratified teaching and its effect;(2)test Whether the teaching effect of stratified teaching in high school biology cross-ethnic teaching is helpful to improve biology performance and learning interest;(3)Investigate and sort out the problems in the implementation of stratified teaching,and propose effective improvement of stratified teaching efficiency Measures.This research focuses on some students from the Tibetan and Han classes in the fourth middle school branch of Zhengzhou City,Henan Province.In the second grade of this high school,two Tibetan classes(Class A and B)are randomly selected,two Han classes(Class D and E)are selected as stratified groups,and a Tibetan class(Class C)and Han are selected.Class(F class)was used as the control group.The stratified group adopts a stratified teaching design,and the control group adopts traditional teaching methods.The research carrier is Compulsory Biology II Genetics and Evolution,from the end of August 2020 to the beginning of February 2021.Based on the test scores(pretest)of the students at the beginning of the new semester,combined with the students' interest in learning and the completion of homework within two weeks of the beginning of the semester,students are stratified for ability,and they are divided into three levels.Combining the curriculum standards,examination syllabus,teachers' teaching experience and the degree of difficulty of knowledge suggested by the teaching staff as the standard for knowledge stratification.Set up hierarchical guidance plans,hierarchical questions,hierarchical teaching plans before class,and arrange hierarchical homework after class.During this period,the students' interest levels were statistically analyzed by questionnaire surveys in the three time periods before,during and after the semester,and the difference between the stratified group and the control group was analyzed for the significance of the difference.Secondly,the mid-term and November joint test scores and final scores were used as post-tests to compare with the pre-test scores at the beginning of semester.At the same time,the stratified group and the control group were tested for the significance of differences.At the end of the semester,a questionnaire survey will be conducted to understand the current learning situation of the students and conduct student interviews.The results showed that the pre-measured interest of the stratified group(Tibetan class: Z=-0.458,P=0.647;Han class Z=-0.481,P=0.630),performance(Tibetan class Z=0.005,P=0.996;Han class Z=-0.503,P=0.615)and the control group were not significantly different.At the end of the semester,stratified group interest(Tibetan class:Z=3.216,P=0.001;Han class: Z=2.877,P=0.004),grades(Tibetan class: Z= 5.89,P<0.001;Han class: Z=2.047,P=0.041)were higher than the control group.And the Tibetan class control group(?~2=30.822,P<0.001)and stratified group(?~2=112.76,P<0.001)after the test scores were significantly higher than the pre-test,the Han class control group(?~2=48.614,P<0.001)and stratified group(?~2=154.40,P<0.001)post-test scores were also significantly higher than the pre-test.It shows that in one semester of systematic learning,students in the stratified group and the control group have improved to varying degrees,and the stratified group(Tibet 52.20,Han 59.72)has greater progress than the control group(Tibet 41.26,Han 56.45).A comparison between Tibetan and Han found that the interest degree of the Tibetan class stratified group(69.50)was higher than the interest degree of the Han stratified group(56.80),but the score of the Tibetan class stratified group(52.20)was higher than that of the Han stratified group(59.72)Low.An investigation of the current situation of students found that the Tibetan class is more interested in biology than the Han class,but the Tibetan class is less active in learning than the Han class.Through the analysis of pre-class questions and layered homework,it is found that Tibetan classes and Han classes have different levels of knowledge and problem-solving ability,and Han classes are higher than Tibetan classes.The results of the analysis found that the subjects studied by the surveyed students are compared horizontally,and the degree of difficulty varies among subjects.High school biology is easier to understand than physics and chemistry,and it is easier to score.The evaluation system of the college entrance examination for Tibetan and Han students is different,and the learning pressure of the Han class is much greater.Tibetan class student.Research shows that:(1)The multiple links of layered teaching(layering of teaching objectives,layered lesson preparation,and layered classroom)have a significant role in promoting the teaching effect,but the layered homework is only accepted by students in Tibetan classes.Accepted by some students in the Han class,the stratification of questions before class is of little significance to the teaching effect;(2)stratified teaching can solve the multi-level problems of students in cross-Tibetan-Han teaching,improve classroom efficiency,and help improve students' Biological performance and interest in learning.(3)Affected by the teaching arrangement of our school,the hierarchical test and evaluation could not be realized,the students' ability hierarchical level is few,and this method affects the mentality of some students.In the future stratified teaching,besides stratified lesson preparation and stratified teaching,stratified testing and stratified evaluation can also be carried out.