Practical Research On The Main-line Situational Teaching Method In High School Biology

In the context of a new round of curriculum reform with emphasis on context,relying on the theory of practice ascension of multi-disciplinary front-line teaching and research,and through a series of academic explorations such as concepts,methods,and applications,the emerging product of the main-line contextual teaching method has been born.The theoretical source of the main-line situational teaching method is the Western situational cognition and learning theory and Li Jilin's situational education theory derived from the "artistic conception theory",which is of great benefit to the development of students' core literacy of the subject.The cultivation of students' subject core literacy is just the key task of biology teaching in senior high school.Relevant research has multiple perspectives,focusing on design and ignoring practice,and there are relatively few studies in the field of biology.Therefore,it is of great significance to carry out systematic practice research of mainline situational teaching method in biology teaching of senior high school.This study refers to the research methods and achievements of mainline situational teaching in existing literature at home and abroad,and proposes four principles,three creation strategies and general steps for the creation of mainline situations,and based on this,constructs three categories suitable for high school biology.Teaching model: "progressive" problem analysis based on life phenomena,"parallel" problem solving based on the history of science,and "scaffold" problem inquiry based on social hotspots.Then completed the design of relevant classroom teaching cases,and went to two classes of N Middle School in Chongqing to conduct classroom practical teaching to analyze the gap of students' core literacy levels after classroom intervention.The research results show that after the classroom teaching experiment,the scores of the experimental group are higher than those of the control group,and there is a significant difference(P<0.05).The average scores of ability and inquiry ability were also higher than those of the control group with significant difference(P<0.05);in addition,the average score of the comprehension ability(P<0.01)and the emotional attitude dimension(P<0.01)and the average score of the total score of the experimental group(P<0.001)compared with the control group,there was a very significant increase.The teachers who were interviewed held fully positive attitude about the experiment.To sum up,it indicates that the principles,strategies and teaching models of the mainline situation creation proposed in this paper are suitable for biology teaching in high school,and the mainline situation teaching method will promote the comprehensive development of students' core literacy in biology.