Research On The Application Of Task-driven Teaching Model In High School Biology Teaching

The Biology Curriculum Standards for General Senior High School(2017 Edition)puts forward the core quality of biology discipline,and emphasizes the optimization of teaching mode from the level of biology teaching,so as to implement the cultivation of students’ core quality of biology discipline into every class teaching.The task-driven teaching mode breaks the previous passive learning of "teachers speak and students listen",and turns into the inquiry-based learning of students’ active participation and independent cooperation,so that students have more hands-on and brain-active opportunities to participate in the class.However,there are still some problems in the process of implementation.In the long run,the task-driven teaching model will lose its original value of guiding practice.In order to standardize the problems in the application of task-driven teaching mode and give full play to its advantages in improving students’ scientific inquiry literacy,it is necessary to carry out the application research of task-driven teaching mode in high school biology classroom teaching.Through literature research,relevant literature and books were consulted to sort out the research status of task-driven teaching mode at home and abroad,define and discuss its relevant concepts and theoretical basis,and analyze the specific operation process of task-driven teaching mode.Through the questionnaire survey,the application of the task-driven teaching mode in high school biology teaching was understood.The problems were found in the following aspects: the connotation of the task-driven teaching mode was not thoroughly understood,the operation process was not standardized,and the teaching objectives were not well achieved.Therefore,on the basis of analyzing the problems,this paper puts forward the specific countermeasures to solve the operation process in the task-driven teaching mode,and designs the standard operation process.Combined with the existing problems and proposed solutions,the design of lessons.Two parallel classes in S middle school in Y city of Shandong province were selected as educational experiment samples,and the teaching experiment was carried out in the way of control experiment.After the implementation of teaching,paper and pencil tests are used to test the teaching effect,and the collected results are processed to determine whether the "task-driven teaching mode" can improve students’ literacy in scientific inquiry.The experimental results show that the experimental class after the implementation of the solution strategy is better than the control class both in terms of the change of academic performance and the improvement of scientific inquiry accomplishment.Finally,the application of task-driven teaching mode in high school biology teaching is prospected from the aspects of research time,research scope,research content and influencing factors.