Practical Research On The Combination Of Learning Guidance Plan And Virtual Experiment In Senior High School Biology Experiment Teaching

The 21 st century is the century of biology,and in order to further realize the goal of China’s entry into the forefront of innovative countries,research-oriented and innovative talents are needed in the field of biology.The General High School Biology Curriculum Standards(2017 edition)put forward the core qualities of biology,among which scientific thinking and scientific inquiry are aimed at cultivating innovative and comprehensive talents.Biology is an experiment-based subject,and as the "root" of biology,if biology laboratory teaching is neglected at the basic education level,the realization of this goal will be like a wood without a foundation or a source of water.At present,in addition to the "score theory" and other conceptual factors,a large part of the reason is limited by class time and operating conditions,in addition,the current secondary school laboratory equipment and environment is not enough to support the development of some extended experiments.Especially since 2020,the COVID-19 has been recurring,school lectures are often affected by the epidemic and switched to online teaching,and biology laboratory teaching is under greater pressure.With the development of information technology,more and more scholars pay attention to the application of virtual simulation technology in secondary school biology experimental teaching,and its good interactivity,immersion,virtualization and practicality are recognized.As an effective teaching strategy in theoretical teaching,guided study plan is less applied in biology laboratory teaching,and there is a lack of research about the integration of guided study plan and virtual laboratory teaching in high school biology laboratory teaching.What is the way to integrate guided study plans with virtual experiments? What issues should be paid attention to when developing guided learning programs? And how to use modern technology to facilitate laboratory teaching under the situation of epidemic or lack of educational resources? What is the effectiveness of teaching biology experiments online? In this paper,we will explore the effects of integrating guided learning programs with virtual laboratory teaching on teaching effectiveness through practice.This study is centered on what kind of pedagogical effects the integration of guided learning programs and virtual simulation experiments will have in teaching high school biology.Under the influence of the epidemic,online and offline experiments were conducted to investigate the teaching effects of this teaching method in different scenarios,and the online teaching "detecting sugars,fats and proteins in plant tissues" and offline teaching "observing several cells with high magnification microscope" were used as examples to show the teaching effects in different scenarios.The examples of online teaching "detecting sugar,fat and protein in plant tissues" and offline teaching "observing several kinds of cells with high magnification microscope" are used to demonstrate the combination of guided study plan and virtual experiment in different scenarios.Based on the actual teaching experience,suggestions for combining the two teaching strategies were made.The experimental process was as follows: Before the experiment began,questionnaires and exchange interviews were conducted with teachers and students of grade two in Senior High School where the experiment was conducted to understand the background conditions and feasibility of conducting the practical study.The results of the survey were analyzed and used as a basis to optimize the pre-prepared teaching materials and to prepare for better teaching.The students in the first year of high school were analyzed to ensure the consistency of the students’ level before starting the teaching practice.For the practical study,the control class used the virtual experiment method alone throughout the experimental teaching process,and the experimental class used the virtual experiment teaching method first,and then the combined teaching method of guided study plan and virtual experiment.The evaluation was conducted in multiple ways,including self-evaluation,peer evaluation,and quiz results.For the online experiments,since peer evaluation was not possible,the quiz scores accounted for 80% and the self-assessment scores accounted for 20%of the total score;for the offline experiments,the self-assessment scores and the peer assessment scores each accounted for 10% and the quiz scores accounted for 80% of the total score.In addition,questionnaires were administered to students in both online and offline experimental classes to analyze the learning situation and understand students’ feelings after the combination of the guided study and the virtual experiment.Analyzing the results of the study: in terms of performance,the experimental classes in both online and offline experiments had higher grades than the control classes.There was no significant difference between students in the experimental and control classes in self-assessment scores(peer assessment),but there was a significant difference between test scores and overall scores.The analysis of the questionnaires of the students in the experimental classes showed that students’ motivation and class participation increased and they were more accepting of this teaching method.The comprehensive study concluded that,firstly,the teaching achieved the expected good effect.Secondly,students’ learning effect has improved significantly.Third,the combination of guided learning and virtual experiments was more suitable for specific scenarios or for conducting extended experiments.For example,online teaching during the epidemic,areas with limited educational resources,and some experiments that cannot be conducted at the secondary level at present.Fourth,the phenomenon of not paying attention to and not paying attention to the teaching of biology experiments still exists.