An Analysis Of The Organizational Forms Of Biology Classroom Teaching In Some High Schools In Tianjin And Its Influencing Factors On Students' Learning

At present,with the deepening of China’s basic education reform,many educators put forward higher requirements for high school classroom teaching.The2017 biology curriculum standard also establishes the goal of cultivating students’ core literacy,which clearly puts forward the requirement that education should promote students’ overall development and personality development,train students to adapt to the information age,solve complex problems,and become excellent talents who can cope with unpredictable future situations.Classroom teaching is the main way to train students in schools in Our country,and the achievement of many classroom goals are closely related to the teaching organization.Studied in this paper through survey analysis of the current part of tianjin high school biology classroom teaching organizational form of the status quo,to identify different teaching organization form to the student the influence factors of the learning process,and the reasons put forward optimization Suggestions of teaching organization form,to explore high efficient and practical biological classroom teaching organization form,build the classroom to provide the reference data is given priority to with students.On the basis of referring to the literature on teaching organization forms,the researchers preliminarily sorted out the context of the development of teaching organization forms,defined and analyzed the teaching organization forms,and summarized the main types of teaching organization forms in history as well as their advantages and disadvantages.First of all,the author compiled a questionnaire on the status quo of high school Biology Classroom Teaching organization,and investigated and analyzed the status quo of high school biology classroom teaching in Tianjin.The research samples were collected from students in grade one and grade two in 3 senior high schools in Tianjin and teachers in frontline senior high schools.After statistical analysis,it is found that the current biology teaching organization form of high school in our city mostly adopts the whole class teaching system（including various classes）,accounting for about54% of the whole curriculum;And 66% of the students were easy to accept this form of teaching.However,some students still think group discussion and individual study are also necessary in class.While teachers give priority to the inherent holistic teaching when teaching,teachers with 5-20 years of teaching experience will try different organizational forms.The students’ learning initiative,learning effect and learning strategy are all above average under the three teaching organization forms of whole teaching and group teaching and individual learning.Results Further analysis showed that the learning initiative and learning effect of group teaching were significantly better than that of whole teaching and individual learning（P < 0.05）,but there was no significant difference between group teaching and whole teaching in the improvement of learning strategy（P > 0.05）.In addition,the self-efficacy and learning adaptability of medium and poor students in group teaching organization were significantly better than those in the overall class teaching and individual learning conditions（P< 0.05）.However,there is no significant difference between the overall class teaching and group teaching organization structure for the top students.Further correlation analysis shows that group teaching generally improves the classroom learning atmosphere of most students（medium students and poor students）,establishes the classroom information communication channel among learners with similar cognitive level,strengthens the learning initiative of most students,and improves the learning efficiency of students.However,through the interviews and on-the-spot records of many teachers,the author found that group teaching also has the defects of slow teaching process,increased teacher burden,difficult classroom management and so on.This study preliminarily concludes that different spatial structures of teaching organizations have their own advantages for classroom teaching.At present,biology teaching in senior high school mostly adopts the whole class teaching system,which is influenced by teachers’ inherent habits and teaching experience.In addition,classroom group teaching and individual learning are also worth paying attention to.The learning effect and initiative of group teaching are obviously better than that of whole teaching and individual learning,which is related to the adaptability and self-efficacy of middle and poor students in group teaching than that of whole teaching.This study suggests: Schools should create conditions for teachers to optimize teaching organization forms,teachers should also change traditional teaching ideas,use innovative teaching organization forms to achieve students’ subjectivity,high efficiency and personalized learning,and flexibly use group teaching,individual learning and other teaching organization forms on the basis of overall teaching.High school biology teaching gradually to high efficiency,diversification,personalized direction of development.