| With the development of the times and the rapid change of life science knowledge,biology teaching in the compulsory education stage needs to cultivate students' scientific literacy and intellectual curiosity.Situational teaching creates situations containing actual events or real problems for students so that they can autonomously understand knowledge and construct meaning in the process of exploring or solving problems.Using situational teaching in biology teaching,that is,using biology-related objects,models,pictures,videos,experiments,examples,etc.to create relevant situations for students so that they can observe,think,and combine their real-life knowledge and experiences with biology,so as to master the knowledge and improve comprehensive ability.In order to apply the situational teaching to carry out biology teaching in junior high school and improve the teaching effect better,the author used teaching practice to design and implement the situational teaching,taking the contents of “Biology(Grade 7,Volume 1)” of the People's Education Edition as an example.Based on mastering the research status of situational teaching at home and abroad,this paper implemented situational teaching in teaching and conducted research through questionnaires,interviews,and educational experiments,combined with the actual situation of the author's practice school and students.In this study,the author conducted a questionnaire survey and several interviews with 36 local junior high school biology teachers in Bairin Zuoqi and 83 students in the first grade of M middle school on the application status of situational teaching in the biology discipline,students' interest in class,and their learning attitudes towards biology.The acquired materials have been analyzed afterward.In addition,the author excavated and sorted out the situational materials in the biology textbook(Grade 7,Volume 1)of the People's Education Edition,designed a situational teaching case based on the teaching practice,and made a comparative analysis of students' performance after classroom practice.The results show that :(1)88.89% of the teachers think it is necessary to implement situational teaching,and 55.56% of the teachers often use situational teaching;47.22% of the teachers usually use situational teaching,and 44.44% tend to engage the in problem situation;83.33% of the teachers collected situational materials from the Internet and 72.22% of the teachers use real-life experiences to teach.In terms of teaching effect,86.11% of the teachers believe that situational teaching had a significant effect on cultivating students' interest in learning,and 50%of the teachers think that situational teaching could enhance students' interest and motivation in learning biology.(2)Before implementing the situational teaching,students' interest in biology,classroom participation,and extracurricular attention to biology were 66%,68.65%,and 62.65%,respectively.After implementing the situational teaching,these three groups of data were 76.16%,78.51%,and 71.62%,respectively.(3)After a semester of situational teaching,the average score of the final test of the two experimental classes was 73.1 points,which was 3.1 points higher than the average score of the final tests of all grades,and the scores improved significantly.The conclusions are as follows :(1)Local biology teachers have a high degree of recognition for the implementation of situational teaching in teaching practice.Most teachers implement situational teaching to varying degrees in teaching.The sources of situational materials are diverse,and the focuses are different;(2)Most teachers believe that the implementation of situational teaching is conducive to the improvement of their theoretical level and teaching ability,and is also conducive to the improvement of teaching efficiency.Meanwhile,when using situational teaching,it is necessary to change teaching concepts and increase teaching flexibility.(3)The implementation of situational teaching can improve students' interest in biology,play a positive role in activating the classroom atmosphere,increasing teacher-student communication,and improve students' biological literacy.(4)The implementation of situational teaching can enhance students' interest and attention to biology courses,improve the quality of biology classroom teaching,and improve students' academic performance in biology. |
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