Application Research Of Situational Experiential Teaching In High School Biology ——A Case Study Of Jiamusi No.1 Middle School

With the implementation of the new curriculum reform,the classroom atmosphere,students' enthusiasm and teachers' passion are constantly improving.Schools around the country have applied situational experiential teaching method to subject teaching one after another,but in the current middle school biology teaching process,teachers in the implementation of situational experiential teaching there are the following problems worthy of attention: situational labeling,situational surface,situational fragmentation,situational vulgarization.Through reading and sorting out literature related to situational experiential teaching at home and abroad,it is found that situational experiential teaching is widely used in outdoor activity practice courses,but rarely used in the teaching of a certain subject.For " situational experiential teaching","context" and "experience" are mostly discussed as two variables respectively,and there are few comprehensive discussions.Most studies only discuss the teaching experience and teaching design,and there are few systematic and quantitative studies on the application effect of situational experiential teaching in high school biology classroom.In this paper,starting from the basic theory of situational teaching experience,combined with the concrete teaching practice,based on the current core literacy improve biology discipline background,through literature analysis,questionnaire investigation,the education experiment research methods,such as by teaching segments as an example,analyzed the situation experience type teaching in high school biology classroom teaching practice,the results obtained,Some conclusions are drawn :(1)situational experiential teaching can improve students' academic performance and knowledge mastering ability.Situational experiential learning provides students with specific situations to guide them to apply the knowledge they have learned to solve practical problems,and to a certain extent,mobilizes the original cognitive structure of students.The original cognitive structure interacts and integrates with the newly learned knowledge,thus forming a new cognitive structure.In the old and new knowledge,experience in the process of producing insight,improve the ability to solve problems,thus improving academic performance.(2)Situational experiential teaching can improve students' learning motivation,learning attitude and learning efficacy in high school biology classes.The purpose of biology teaching is not to let students know relevant concepts and conclusions,but to teach students to observe and describe biological phenomena objectively,stimulate students' interest and awareness of inquiry,so as to discover the problems that can be explored in life.Biology teachers in the teaching process is not constrained to let students know the process and result,it is important to make students to master scientific inquiry ability,through objectively observe worth exploring the biological problems,let the students to form scientific thinking methods,better to think,understand how to acquire knowledge,apply knowledge,to help them to solve different problems,In this process,students' learning motivation,learning attitude and self-efficacy can be improved.