Research On The Designed Experiment Teaching And Its Effectiveness In High School Biology

Biology is a natural discipline that seeks discovery,generalizes,then forms theories and hypotheses.Experiment is the essence of natural science and the most direct way for students to know about the characteristics and ideas of the subject.However,the actual teaching implementation and effect of senior high school are not optimistic,and the reasons are many subjective and objective factors.For example,the lack of class hours,the strict requirement of teaching schedule,the time-consuming and laboring preparation of materials before experimental class due to the lack of full-time experimenter,and other subjective reasons.Besides,the popularity of multimedia teaching makes the real experiment process can be replaced by simulation experiment,and the biology discipline itself has a large cost of consumable materials,and the laboratory construction is difficult.To change the status quo,the researchers on the basis of the analysis of the above difficulties,decided to adopt the way of design of experiment teaching for senior high school biology experiment teaching,this study aimed to explore design experiments combining with the actual circumstances in the high school stage of the implementation of the feasibility,based on the effective teaching evaluation standard to do an assessment of the effectiveness of the designed experimental teaching,It is hoped that the results of this study can provide some reference for the development of high school biology experiment teaching.The designed experiment includes a series of students' independent experiment behaviors,and the completion of the designed experiment requires corresponding conditions,such as opening the laboratory,establishing the teaching schedule,perfecting the laboratory hardware conditions,perfecting the laboratory management system and drawing up appropriate and reasonable teaching procedures according to the curriculum standards.In combination with the relevant theories of design experiment teaching and effective teaching,as well as the theoretical knowledge of students during the current school year and the actual situation of school laboratories,the researchers screened 15 relevant experiments.In addition,the students were asked to complete the whole process of topic selection,plan writing,experiment preparation,experiment implementation,observation and record of experiment results,analysis of replay experiment,experiment report writing and final defense through group cooperation.The whole process of each topic lasted about 4-6 weeks.The design experiment teaching method aims to enable students to make each experiment close to the actual scientific research on the basis of guaranteeing a certain amount of experiments,deeply understand each link of the experiment of biology as a natural discipline,and establish their own understanding of the problem of "what kind of discipline biology is".The whole teaching research was carried out during the sophomore year of high school(2018-2019 academic year),so the results of the final exam(2018.07)in the second semester of senior high school were used as the pre-test results.After the end of the experiment,the second mock exam(2019.10)and the ninth mock exam(2020.06)of senior high school were used as the post-test scores.SPSS was used to analyze whether there was a significant difference between the control group and the experimental group in class scores,and statistical changes in the ranking of the three classes in the whole three years of learning were used to assist the academic performance evaluation from the side.In addition,the researchers will assess the overall effectiveness of teaching based on student feedback,changes in ability and attitude,and the teaching process,with reference to the "evaluation standard framework for effective teaching".According to the analysis results,there is no significant difference between the control group and the experimental group in the pre-test results,but after one year of different experimental teaching,the post-test results show that there is a significant difference between the two groups.In addition,grade ranking statistics showed that the grades of the experimental group improved significantly during the second year of high school and remained stable at the front of the grade until the college entrance examination,while there was no significant change in the control group.Finally,through the feedback of students,the researchers have achieved good results in terms of the improvement of students' quality,learning interest and subjective initiative,and the improvement of related abilities.So far,this experiment has successfully explored the feasibility and conditions of after-class experiments and open laboratories,promoted the improvement of teachers' professional skills,improved students' subjective initiative in learning biology,and answered the realistic problems faced by the vast number of front-line educators,such as "whether experiments can effectively improve scores".