A Practical Study Of Heterogeneous Grouping Teaching In High School Biology Classroom

With the deepening of the education concept of new curriculum reform,more and more educators actively practice quality-oriented education,teach students according to their aptitude and explore teaching methods that can make students develop in an all-round way.Heterogeneous group teaching is derived from cooperative learning.After fully understanding and getting familiar with the students’ learning situation,teachers group students according to several indicators and set teaching objectives of different difficulty at the same time.The purpose is to meet the different needs of students and conform to the development of students’ personality.This study adopts the methods of questionnaire survey,educational experiment,literature and interview to carry out the practice research of heterogeneous grouping teaching in high school biology class,and the main achievements are as follows:1.Taking the students’ high school entrance examination results,the first monthly examination results,biological cognition and special skills（sound,body and beauty）as indicators,a heterogeneous group is formed.Each group is composed of excellent,good and poor students.They study cooperatively in the form of apprenticeship,which has certain school characteristics and innovation.2.Three teaching cases are designed,including the newly taught "structure and function of the nucleus","principle and application of cell respiration（lesson 2）" and the review class "material input and output of cells".Teachers can effectively stimulate group cooperation in combination with teaching objectives and a variety of teaching means to complete learning tasks independently or in cooperation.Each student’s learning dynamics are recorded by the team leader and formed a learning file.3.In the process of heterogeneous group teaching practice,it is found that the differences of students’ expression ability,personality and interpersonal relationship are also important factors that affect the effect of group cooperative learning.Taking the above factors as indicators,the dynamic adjustment of group members should be appropriately carried out;When the students have adapted to the teaching method,the group structure should not be adjusted at will for the sake of the emotional stability of the group members.4.After the heterogeneous grouping teaching practice,through the questionnaire survey and comparative analysis of academic performance between the control class and the experimental class,the control class and the experimental class have significant differences in biological learning interest,self-confidence,social ability and academic performance（P <0.01）,and the experimental class students’ biological learning interest,self-confidence,social ability and academic performance have been improved to varying degrees.This practical research found that the implementation of heterogeneous group teaching in senior high school biology classroom has practical significance and promotion value.Based on the heterogeneity of schools and students,we should design appropriate teaching cases.It is hoped that this study can provide some reference for biology teachers in front-line high schools.