Analysis And Education Discussion About The "Thinking·Discussion" Column From The Required Senior High School Biology Textbooks Of PEP Edition

With the introduction of new curriculum standards and the latest senior high school biology textbooks of PEP edition,as well as the implementation of the new college entrance examination pattern in Shandong province in 2020,teaching high-school biology requires more attention to the cultivation of students’ comprehensive quality.Self-learning,thinking,analysis and communication are the key factors to students’ comprehensive development.The column of "Thinking · Discussing" in the new textbook is closely combined with the main quality of biology discipline,and the column becomes an important richer resource to help students’ comprehensive development in high-school biology teaching,which deserves the attention of front-line teachers.However,because of lacking strategic guidance,improper use and other reasons,this column has not been effectively used in the actual teaching.Through the analysis of the textbook content and the investigation of the current teaching situation of the "Thinking · Discussing" column,this study is aiming to further clarify the setting features of the "Thinking · Discussing" column,know the status of the column’s teaching,explore the corresponding solutions to the specific problems existing in the actual teaching and optimize the column teaching strategies.This research uses the content analysis method of the textbook column to systematically interpret the content of the "Thinking · Discussion" column of the two compulsory textbooks of high school biology.The features of the column are: close to the requirements of the new curriculum standard;it is transferable and exploratory;and Biological examination evaluation has strong relevance.Then,a more detailed analysis of the 48 columns of the two compulsory textbooks is carried out in terms of type,quantity,source of material and presentation.And combined with the core literacy of the subject,using data statistics to clarify the relationship between the "Thinking · Discussion" column and each literacy.Finally,the educational value of the column is summarized as:promoting the transformation of teaching mode;cultivating students’ good study habits;and improving the students’ core literacy in biology.Use questionnaires and interviews to conduct a detailed investigation and analysis of the teaching status of this column.The specific problems faced in the use of the column in teaching are as follows:(1)Teachers do not have a thorough understanding of the content of the "Thinking · Discussion" column of the new textbook;(2)Lack of strategies and excellent case guidance related to column teaching;(3)Teachers’ use of the "Thinking ·Discussion" column needs to be improved;(4)Students’ participation in the "Thinking ·Discussion" column teaching needs to be improved.In terms of the problems found in the survey,combined with my teaching experience,theory knowledge of education and teaching,as well as the specific analysis of the column,I put forward five suggestions for teaching.Combined with examples,this paper discusses five teaching strategies for the column of "Thinking · Discussion" :(1)situational teaching strategy;(2)knowledge transferring teaching strategy;(3)problem-driven teaching strategy;(4)autonomous learning teaching strategy;(5)Cooperative learning teaching strategy.Finally,among the classroom records,winning projects of teacher skills competition and high-quality classes,three teaching clips about the column of "Thinking ·Discussions" were selected and organized into three teaching cases,hoping to provide some reference for front-line teachers.