Design And Practice Of High School Biology Experimental Teaching Based On Trial Teaching Method

The requirement of high-quality development of basic education in the new era makes the experimental course more important for the cultivation of biological core literacy.In recent years,the experimental conditions of ordinary senior middle schools have been greatly improved.However,through literature analysis and the investigation of a senior high school in Tianshui and its surrounding schools,it is found that students’ mastery of compulsory biological experiments is still not ideal.Through investigation and analysis,it is found that the grasp of the scientific principle and standardized operation of experiments is far from meeting the requirements of the new curriculum standard.This study believes that the root cause of this phenomenon is that in the process of experimental teaching,students have not achieved real "autonomy" and still "follow the book" to do experiments,rather than "use the brain" to do experiments.Therefore,this study uses the core idea of "student autonomy" in the experimental teaching method for reference,innovatively designs its "advanced preview" mode to adapt to the characteristics of biological experiment teaching,and forms an "active experiment" teaching method consisting of seven steps: "preview experiment,do preview questions,thought experiment,process mutual narration,teacher explanation,practical operation,and do consolidation questions".This "active experiment" teaching method creatively increases students’ "thought experiment",that is,through preview and doing preview questions,students are required to go through the experimental process in their minds first,and the "process mutual narration" between students is similar to the "student discussion" in the trying teaching method,so as to make full preparations for the "brain" experiment in "actual operation".This method has changed the current students’ habit of doing experiments passively,and has achieved good results in a high school.This study is divided into five parts.The first part is the introduction,which mainly introduces the background,significance,research status,innovation and research methods;The second part mainly introduces the method basis related to this study,including trying teaching method,Feynman learning method,and the definition of the concept of thought experiment;The third part is the interview,questionnaire survey and result analysis of the current situation of biology experiment teaching in a senior high school;The fourth part is the innovative design of "active experiment" teaching method based on trial teaching method.Aiming at the phenomenon that students do not fully understand the experimental principle and blindly follow the operation process,the students are required to preview the "thought experiment" in the teaching steps of the "active experiment" teaching method on the basis of trying the operation mode of the teaching method.On the basis of doing the preview questions,the students are required to "rehearse" the experimental process in their minds,and repeat the experimental process among the students,Thus,the whole experiment process is clear to the heart.In the actual experiment operation,the students no longer rely on the teaching materials to complete the experiment,so as to change the students’ habit of passively doing experiments according to the book.In addition,on the basis of the trial teaching method,the author also innovates the trial questions,uses the preview questions to guide the students’ preview,sorts out every knowledge point in the experimental class,and guides the students to go deep into the experimental process;By using the problem driving in the preview task,students can be motivated to think actively and fully understand the experimental principle and the intention of each operation step.On the one hand,it will lay a solid foundation for students’ active operation and orderly progress in the follow-up experiment process,and on the other hand,it will strengthen students’ awareness and ability of future experiment exploration.The fifth part analyzes the implementation effect of "active experiment" teaching method in a senior high school.After a semester of teaching with the "active experiment" teaching method,the average score of the experimental class increased by 3.04 points,the number of failed students decreased by 7,the number of passed students increased by 5,and the pass rate also increased from 77.27% to 82.73%.However,the results of the control class using the traditional teaching mode of "speaking before practicing" have basically not changed much.The questionnaire found that this new teaching method is more popular with students.The links of "thought experiment" and "mutual retelling" in the new method force students to take the initiative in-depth learning,stimulate the "internal motivation" of students’ learning,and truly implement the teaching concept of "teacher led,student-centered",which is also the main reason for the improvement of performance.The sixth part is the conclusion and reflection,which evaluates the new teaching method proposed in this study,and analyzes the shortcomings of the new teaching method.In summary,from the aspects of the effect of practical teaching,students’ affirmation of teaching methods and improvement of achievements,the effect of "active experiment" teaching method in senior high school biological experiment teaching is worth affirming,which shows that "active experiment" teaching method has obvious teaching advantages,highlights students’ initiative in the process of experiment,reflects the "student subject" position in teaching,and urges students to think actively,It is of great significance to cultivate students’ interest in learning and innovative thinking.