Practice Research Of 5E Teaching Model In Teaching Important Concepts Of Biology In Senior High School

With the rapid development of scientific knowledge in the society,students cannot master all the information in the limited time.High school biology conforms to the needs of the development of The Times.In the “General High School Biology Curriculum Standard(2017 Edition,2020 Revised”(hereinafter referred to as the new curriculum Standard),“the content should focus on the big concept”,and the teaching content should highlight the key points,so that students can deeply understand and apply important biological concepts.It also advocates that students' scientific inquiry ability should be cultivated through inquiry-based teaching.Important concept teaching is of great significance to the cultivation of students' comprehensive ability,but it is difficult to carry out in front-line teaching practice.Inquiry teaching model can deepen students' understanding of concepts has been widely recognized by the educational circle.The 5E teaching model takes inquiry as the center,attaches importance to students' subjectivity and emphasizes the concept of construction through inquiry initiative.Therefore,based on the educational concept of important concept teaching and inquiry teaching emphasized in the new curriculum standard and the inquiry-based characteristics of the 5E teaching model,this study attempts to 5E teaching model combined with high school biology important concept teaching,on the one hand,it provides ideas for developing important concept teaching,on the other hand,through the exploratory teaching pattern to deepen students' understanding of key concepts,Improve students' scientific inquiry ability.This study starts from the theory of 5E teaching model and important concept teaching,construct the teaching strategy and principle of combining 5E teaching mode with important concept teaching.Secondly,questionnaire survey and interview were used to interview and investigate teachers and students in practice schools to understand the development of the school's important concept teaching.Finally,according to the investigation results,two classes with no significant difference in overall level are selected as the research objects.The experimental class adopts 5E teaching mode,and the control class adopts conventional teaching.After teaching practice,the academic performance and classroom performance of the two classes are compared and analyzed,and the following research results are obtained:(1)In the middle of the experiment,independent sample T-test was conducted on the total score of biology,memorization questions,comprehension and application questions of the two classes,and P values were all greater than 0.05,showing no significant difference.The average scores of the experimental class and control class in the above questions were as follows: 60.82,31.45,29.37,59.20,29.73,29.47,in which the total score of biology and the average score of memorization questions were higher in the experimental class than in the control class.(2)At the later stage of the experiment,independent sample T test was conducted on the total score of biology,memorization questions,comprehension and application questions of the two classes.P values were 0.04,0.39 and 0.032 respectively.The scores of the two classes in total score of biology and comprehension and application questions were all less than 0.05,showing significant differences.The average scores of the experimental class and control class in the above questions were as follows: 59.23,27.48,31.75,56.46,26.79,29.67,the average score of the experimental class was higher than that of the control class.(3)The class observation scale was designed with the dimension of “student learning” for classroom observation.The performance of students in the experimental class in breaking through teaching difficulties,understanding of important concepts,understanding and application of core knowledge,and participation in activities were better than those in the control class.Based on the experimental results,the author draws three conclusions:(1)The teaching of important concepts under the 5E teaching mode can stimulate students' interest in learning.(2)The teaching of important concepts under the 5E teaching mode can deepen students' understanding of knowledge.(3)The teaching of important concepts under the 5E teaching mode can improve students' learning ability.Through preliminary preparation and later practice,the author provides several suggestions on the teaching of important concepts in high school biology under the 5E teaching mode :(1)Pay attention to the inquiry link of 5E teaching mode.(2)Flexibly apply the 5E teaching mode according to the specific content.(3)pay attention to the application of 5E teaching mode in the theory class,cultivate the sense of inquiry.(4)select the appropriate leading-in scenarios to attract students' attention.