Research On The Application Of Mainline Situational Teaching In Biology Teaching Of Senior High School

The Curriculum Standard of Biology in General High School points out that the high school biology curriculum must pay attention to the cultivation of students' core quality of biology.There are many ways to achieve subject core quality,which pays attention to students' learning initiative and creativity of the situational teaching strongly aligned with the concept of new curriculum reform,is one of the effective ways to achieve this requirement.Mainline situational teaching method connects scattered knowledge points to the situation according to certain logic.It not only focuses on stimulating and maintaining students' interest in learning,but also pays more attention to students' concentration in class and promotes students' meaningful learning.In order to make full use of the teaching function of the mainline situational teaching method,it is essential to study its application in biology teaching of high school.On the basis of reviewing relevant literature,this study summarized the current research status of mainline situational teaching at home and abroad,clearly pointed out the research purpose and significance,and defined relevant concepts.Through the questionnaire survey,understand the use of teachers for the main situation and some of the students in biology teaching performance and type in the main situation teaching attitude.Summarizing the survey results,it is found that there are many difficulties and obstacles for teachers to apply the mainline situational teaching method in practice,especially that it takes a long time to prepare lessons for mainline situational teaching and there are few references available.In view of the problems found in the questionnaire survey,this paper proposes the basis for the creation of the mainline situation from the teaching objectives of high school biology and the students' learning situation,and summarizes the four implementation methods of mainline situation,including character situation as the main line to give students a sense of empathy;Take problem situation as the main line,create cognitive conflict and carry out inquiry learning;Taking the situation of the history of science as the main line,let students experience the development of science and learning;Take life situation as the main line,resonate with students' emotions.This study also carried out teaching practices related to mainline situational teaching method.This practice was carried out in W Middle School of Hefei city by means of controlled experiment.The experimental class used mainline situational teaching method to teach,while the control class only used situational materials in the textbook column to carry out conventional teaching.Through the paper test,students' academic achievement in the two classes ware compared;Through the analysis of the questionnaire post-test,the students' learning interest,classroom performance and identity of the mainline situational teaching were compared before and after,so as to test the implementation effect of the mainline situational teaching.The teaching practice founds that the students' interest in biology was improved,their classroom performance was more positive,and their identification with the teaching method was also improved.Although there was no significant change in students' scores in paper test,the comparison of the average score,high score rate,pass rate and ranking between the two classes showed that mainline situational teaching method is helpful to improve students' achievement.This study makes a preliminary exploration of the application of the mainline situational teaching method in biology teaching in senior high school,and provides some new ideas for the study of situational teaching method.At the same time,we also hope that the research results can provide some new references and help for biology teachers to create situations.