Research On The Application Of "Little Teacher System" In Biology Classroom Teaching In Senior High School

The basic elements of education include educators,educatees and educational influence,and classroom teaching is definitely the main position for school education to exert educational influence on students.Classroom teaching organization forms are diverse and changeable.At the same time,it is also the main way of interaction between educators and educatees.Therefore,the form of classroom teaching organization is very important.In2001,the Ministry of Education issued The Outline of Basic Education Curriculum Reform(Trial),which opened the prelude to the new curriculum reform.Today,many experts and scholars have emerged to explore the organizational form of classroom teaching,and the "little teacher system" is one of them.During the period of the Republic of China,educator Tao Xingzhi,in order to deal with the backward education and lack of educational resources at that time,put forward the educational thought of "little teacher system".The teaching goal is to "know and pass on",and children can also be adult teachers.After reading The Complete Works of Tao Xingzhi,the author has a strong interest in the educational thought of "little teacher system".Combined with the author's experience in the teaching reform of group cooperative learning,the author chooses the teaching mode of "little teacher system" for research.This paper uses the methods of literature research,interview,questionnaire and practical research to study the experimental subjects for four months.The main research results are as follows.1.By tracing and combing the historical development process of the "little teacher system" at home and abroad,and drawing lessons from the development achievements of various historical periods,this paper establishes the grouping principle,grouping method and class type classification of students.Student grouping follows the principles of teacher guidance,student subjectivity,mutual assistance and cooperation and facing the whole.The grouping method considers the equal factors of students' academic performance and personality characteristics.The grouping method of sitting in the same direction can reduce the phenomenon of sitting opposite and chatting.The class type is divided into two types: new teaching and exercise class.In the design of teaching process,the respective tasks of teachers and students are considered,and the teaching activities are preset.2.The setting of classroom teaching implementation process is divided into three parts: pre-class preparation,classroom implementation and after class summary and reflection.Because the class type is divided into two types:new teaching and exercise class,pre-class preparation is divided into student pre-class preparation and teacher pre-class preparation.The implementation of classroom teaching is reflected in the joint activities of teachers and students.In the part of summary and reflection after class,teachers should start with students' feedback on the use of guidance card and detection card,optimize the preparation of guidance card and detection card,accumulate experience for subsequent teaching,and students should reflect on themselves from the aspects of accuracy of teaching content and language expression,so as to prepare for the next teaching activity.3.According to the analysis of the results of the teacher interview questionnaire,adjust the classroom teaching organization form of the "little teacher system" teaching mode and optimize the teaching process.Based on the concept of "little teacher system" teaching mode,two teaching cases are designed: Sugars and Lipids in Cells(new teaching)and Sugars and Lipids in Cells(exercise class);This paper expounds the classroom teaching organization form of the "little teacher system" teaching mode,defines the tasks of teachers and students,and the use methods of learning guidance card,detection card and related micro class videos.4.Before teaching practice,a questionnaire(pre-test)and statistical analysis were conducted on the learning motivation strategies of the experimental class and the control class.The results showed that there was no significant difference(P > 0.05).The average score of biology entrance score of the experimental class(40.31 points)was lower than that of the control class(41.43 points).After 4 months of teaching practice,a questionnaire(post-test)was conducted on the learning motivation strategies of the experimental class and the control class again,and the results were statistically analyzed.The results showed that there was a significant difference(P < 0.05).In terms of student interview questionnaire,after four months of teaching practice,three students at different levels were interviewed.Three students said that the "little teacher system" teaching model was helpful to learning and hoped to continue to be implemented.This study shows that it is of practical significance and feasibility to implement the "little teacher system" teaching model in senior high school biology classroom teaching.It is hoped that this study will contribute to enriching education and teaching theory.