The Application Of "5 + 3" Classroom Teaching Mode

Biology is a basic subject in natural science.Its research is mainly aimed at life phenomenon and life activity law.In 2017,China issued the "biology curriculum standard for senior high school",which condensed the three-dimensional goals into four dimensions of the core literacy of biology.That is to condense knowledge,ability,emotion,attitude and values into life concept,rational thinking,scientific inquiry and social responsibility.It also points to the four dimensions of knowledge and action.The development of subject core literacy has become the purpose of high school teaching,and also an important goal of high school curriculum reform.It is clearly mentioned in "China's college entrance examination evaluation system" released in 2019 that the college entrance examination evaluation system is a systematic,scientific and innovative evaluation system,which is guided by value.Only grasp the overall characteristics of the college entrance examination evaluation system,deeply understand the core functions of the college entrance examination,accurately grasp the investigation content and requirements of the college entrance examination,flexibly grasp different types and situations of test questions,and have an accurate understanding and appropriate use of the college entrance examination evaluation system,can we better face the college entrance examination,meet the requirements of the college entrance examination,and further develop Play the real role of college entrance examination promote quality education.Therefore,in the learning process of high school biology,students are required not only to master the biological knowledge of college entrance examination,but also to learn the thinking mode of human beings in the process of understanding natural phenomena and laws.In the high school learning stage,biology curriculum more expect students to improve their subjective initiative,actively participate in the complete learning process,personally experience the process of raising questions,obtaining information,testing hypotheses,solving problems,summarizing laws,and obtain biological knowledge from them.This paper mainly through four months of teaching practice in Harbin No.11 middle school,using questionnaire survey,survey,practice,data statistical analysis,case study and other methods to explore and summarize the "5 + 3" classroom teaching mode.This teaching mode is produced under the guidance of the "big problem teaching concept" put forward by Huang Aihua.5 refers to the five links of teaching: asking questions,trying to explore,showing and sharing,common generalization and problem extension;3 refers to the three learning methods of students: autonomy,cooperation and exploration.This classroom model takes the core quality of the subject as the core,takes the students as the main body,reduces the teaching content,highlights the thinking process,stimulates the interest in learning,mobilizes the enthusiasm of learning,and focuses on the process of practice and experiment,so that the students can improve their inquiry ability,and can reach the academic evaluation standard after learning.The main research subject of this paper is senior high school biology,and the teaching content is senior high school biology compulsory one.The research objects are senior high school freshmen in class 1 and class8 of Harbin No.11 middle school.The two classes use different teaching modes as comparison.Class 1 uses traditional teaching mode as control group,and class 8 uses "5+ 3" classroom teaching mode as experimental group.Through the analysis of the practice process and results,this paper attempts to raise this method to the theoretical level in the process of exploration,and become a scientific teaching method in line with the situation of our school.The paper consists of five parts: the first part is the introduction,the second part is the practice process of the "5 + 3" classroom teaching mode,the third part is the sharing of teaching design cases of "5 + 3" teaching mode,the fourth part is the result and analysis,and the fifth part is the conclusion and discussion.The first part of the introduction includes the background of the research and literature review.The research background includes the requirements of the biology course standard of general high school and the evaluation system of the college entrance examination,the research on the biology teaching mode in senior high school,the importance of Molecule and Cell.The research background of this paper is the requirements of biology curriculum standard for senior high school and college entrance examination evaluation system,the research of senior high school biology teaching mode,and the importance of molecule and cell.In the literature review,some classic and common teaching modes at home and abroad are listed,As well as the theoretical support for the "5 + 3" classroom teaching mode.This paper expounds the complete practice process of "5 + 3" classroom teaching mode in detail.In order to combine theory with practice and better show "5 + 3" classroom teaching mode,the text takes the teaching design of three new lectures as an example to show the whole process of the application of "5 + 3" classroom teaching mode,as well as the preparation before class and reflection after class.In order to reflect the final teaching effect,SPSS is used to analyze the students' test scores and interest in biology learning.The results of the three examinations are taken as the comparison,and the results of the monthly examination,the mid-term examination and the final examination of a chapter are taken as the data for statistical analysis.Through the analysis,we can clearly feel that the longer the students are exposed to the "5 + 3" classroom teaching mode,the more obvious their advantages in performance.Through the comparative analysis of the questionnaire about interest before and after the experiment,according to the analysis of students' answers,it can be seen that the students who adopt the "5 + 3" classroom teaching mode have greater interest in biology.The results of data analysis can preliminarily reflect the advantages of "5 + 3" classroom teaching mode in Teaching: "5+ 3" classroom teaching mode in improving students' interest in biology learning,strengthening the formation of students' thinking consciousness,strengthening cooperation and mutual assistance between teachers and students and other aspects are better than the traditional teaching mode.This teaching mode is suitable for long-term use,in line with the teaching law,and can improve the core quality of the subject.Of course,on the other hand,there are also some problems that need to be paid attention to in the process of practice,such as the difficulty of controlling the rhythm of the classroom,the modelization of the display and sharing link,the disunity of the teaching mode,and the insufficient satisfaction of the students' experimental requirements.These problems need to be solved gradually in the future teaching process.After four months of practice,we can preliminarily judge that the "5 + 3" classroom teaching mode is a teaching method which can improve students' knowledge and skills in the college entrance examination environment,and also improve the students' thinking ability and scientific core literacy.The author will continue to explore and practice in the next teaching work,so that the "5+ 3" classroom teaching mode can be truly implemented,operable,fruitful and developed.