The Application Of VIPP Teaching Method In High School Biology Teaching

In 2020,the Ministry of Education revised the " Ordinary High School Biology Curriculum Standards " again,which repeatedly stressed that students ’ learning process is a process of active participation,and can provide graphic information,image data,or present specimens,models,pictures to create situations for exploratory learning.Visualization in Participatory Programs teaching method is a student-centered teaching method,which combines the visibility and participation of teaching organically.Students can truly integrate into teaching activities and be fully developed.Therefore,this study applies VIPP teaching method in high school biology teaching,in order to test its application effect and influence in high school teaching practice.In this thesis,through the formation and development of VIPP teaching method and research status at home and abroad and other relevant information sorting and summarizing to determine the scope of research,using literature research method,questionnaire survey method,action research method,classroom observation method launched a discussion.Firstly,the research background and domestic and foreign research situation are discussed,the VIPP teaching method and its characteristics are introduced in detail,the theoretical basis of the research topic is summarized,and the purpose,significance and thinking of the research are clarified.Secondly,through the distribution of questionnaires to students in the practice school,it is understood that the students are not familiar with the visualization method of thinking,they are not active enough in the biology class,and they are easily affected by teachers’ teaching methods and classroom atmosphere.Besides,humorous teaching style and dynamic classroom environment can fully attract attention of the teaching situation.Then,according to the existing research results,the application strategy of VIPP teaching method in biology teaching of senior high school is proposed,and specific cases are designed for the three sections of "Nucleic acid is the carrier of genetic information","Division of Labor and Cooperation between organelles" and "Structure and Function of nucleus".Finally,the high school biology course teaching based on VIPP teaching method is implemented,and the comparison and exchange analysis between the experimental class using VIPP teaching method and the control class taught by traditional teaching method is carried out twice.The classroom observation table is used to discuss the effect and influence of students’ participation and performance.The results show that through teaching practice,the experimental class has improved the active participation attitude,increased the opportunities for active participation,optimized the correct participation effect,and reduced the negative classroom behavior compared with the control class.It shows that the application of VIPP teaching method in high school biology classroom can effectively improve students ’ learning initiative,maintain a highly active classroom,and create a positive learning environment.In view of this,we should pay attention to the application of VIPP teaching method in high school biology education.