A Preliminary Study On The Practice Of High School Biology Participatory Teaching

High School Biology Curriculum Standards(2017 edition)requires teachers to be good guiders,organizers and participants in the teaching process.According to the age and personality characteristics of senior high school students,teachers should cultivate their ability to propose problems,solve problems,think independently,study independently and work in a team.Participatory teaching requires that all teachers and students jointly establish a democratic,harmonious and enthusiastic teaching atmosphere,so that students at different levels have the opportunity to participate in and develop an effective way of learning.It requires teachers to act as disseminators,guides,designers and researchers of good knowledge.It is obvious that participatory teaching is more in line with the requirements of new curriculum standards for teachers than traditional teaching method.However,participatory teaching has higher requirements on teachers' ability of lesson preparation and teaching design,so that many teachers are not used to participatory teaching.This study is a practical study of participatory teaching in biology teaching in senior high school and provides constructive reference materials for the promotion of participatory teaching.This research takes the students of four classes of senior one in Bobai County Middle School as the research object,carries on the comparative practice research between the participatory teaching method and the traditional teaching method.Firstly,a pre-test questionnaire was used to investigate and analyze the current situation of biology teaching and classroom participation of four classes.Then,a comparative teaching experiment is carried out for a semester.Finally,the effectiveness of participatory teaching and traditional teaching method is judged by the monthly test(1)and final score as the comparison of test results,post-test questionnaire survey and teacher interview,so as to provide feasible reference and suggestions for the study of participatory teaching.Main research results:1.The pre-test questionnaire shows that students are more interested in learning biology courses.Nearly 60% of students say that they maintain a good teacher-student relationship with biology teachers.In most classes,teachers will give students the opportunity to participate,but it is not uniform.Students have high enthusiasm for participation and are willing to actively participate in the class.However,the learning effect of students is not stable.When students meet problems,most of them are more willing to choose their classmates for help.In class,students are more dependent on teachers' teaching,and their sense of autonomy is not strong.2.Combined with the requirements of the new curriculum standard and related theories of participatory teaching,it is found that participatory teaching is more suitable for biology classroom teaching than traditional teaching method.Design and practice the contrast teaching experiment between participatory teaching and traditional teaching method,optimize the "six-step" participatory teaching mode,make it more in line with the local teaching characteristics.Participatory teaching focuses on students' active thinking and summary,with clear teaching objectives,focusing on the thinking and discussion of problems,and completing the construction of new knowledge by relying on students' own initiative and enthusiasm.However,the teaching progress is slower than that of the traditional teaching method due to the high requirements on teachers' abilities,heavy workload,long time for lesson preparation.3.The post-test questionnaire shows that participatory teaching is better than traditional teaching method to stimulate and maintain students' interest and enthusiasm in learning,and shorten the relationship between teachers and students;Nearly 50% of the students thought that they felt equal teacher-student relationship in participatory teaching,but only about 30%in lecturing.Participatory teaching is better than traditional teaching method to maintain students' participation and willingness to participate;Under the role of participatory teaching,students are more independent in completing homework,and more bold to consult teachers.Students' consciousness of subject and independent learning is obviously higher than that of traditional teaching method.In interviews with front-line teachers,teachers believe that participatory teaching has advantages and disadvantages,which plays an important role in improving students' comprehensive ability.Taking the monthly test scores as the pre-test scores,one-way an OVA found that the significance between the 27 and 28 classes of the learned group was 0.751>0.05,and the significance between the 25 and 26 classes of the parallel group was 0.736>0.05,indicating that there was no significant difference between the experimental and control classes of the parallel and learned groups before the experiment.After the experiment,independent sample T test was conducted on the final scores of the experimental class and the control class,and it was found that the significance value(double tail)of the experimental class and the control class in the learned group was 0.046,and that of the experimental class and the control class in the parallel group was 0.049,both less than 0.05.The results showed that there was a significant difference between the experimental class and the control class after the experiment.In the parallel group,the average score of the experimental class(Class 25)was4.759 higher than that of the control class(Class 26),and the average score of the learned group(class 28)was 4.001 higher than that of the control class(Class 27).The pass rate of the experimental class of the parallel group(class 25)was 13.38% higher than that of the control class(class 26),and that of the experimental class of the learned group(class 28)was 5.19%higher than that of the control class(class 27),indicating that participatory teaching is more conducive to improving the academic performance of biology teaching than the traditional teaching method.Based on the analysis of the test data before and after the experimental class,it is found that participatory teaching can improve the core literacy of students,enable students to form a correct outlook on life and values,and equip students with the ability of rational interpretation and judgment,teamwork and scientific research.After a semester of teaching practice,the following teaching strategies are proposed based on practical teaching experience:(1)Teachers should design interest points and suspense questions to stimulate students' interest in learning with excitement;(2)Teachers should change their educational concept and use humor,encouragement and praise to close the relationship between teachers and students;(3)Teachers should respect and understand students and establish equality between teachers and students;(4)Teachers should give play to the students' main body and use life hot spots and information-based teaching to improve students' participation;(5)Teachers should cultivate students' habit of self-study,and let students take the initiative to participate with positive evaluation and relaxed atmosphere;(6)Teachers should select exercise topics and let students optimize their problem-solving ability in "success" and "summary";(7)teachers should hide their majesty,so that students dare to ask questions and consult teachers;(8)Teachers should change the teaching subject and take students as the center;(9)Teachers should set up pilot questions and supervise students' preview to cultivate students' awareness of independent learning.