Research On The Design And Application Of High School Biology Classroom Teaching Based On Case Teaching

Case teaching was founded in the 19th century and was initially applied in the medical field,and then gradually developed into teaching and research in various disciplines.The most important thing in case teaching is to present relevant cases while imparting theoretical knowledge to students.The selected real,typical and efficient case materials are often closely related to students’ real life.The creation of a situation triggers the conflict between students’ thinking and their own cognition.Through a series of in-depth independent analysis,discussion,and exploration of the case to achieve the teaching purpose,it is more in line with the requirements of cultivating innovative talents under the new curriculum standards.In this thesis,the literature research method and action research method are used to investigate and summarize the application status of high school biology case teaching.(1)First of all,based on the current problems of lack of case teaching resources,relatively backward cases,and single case presentation methods,according to the principles and procedures of case teaching resource development,the case teaching resources of "Genetics and Evolution" from the compulsory course 2 in high school biology textbook(new edition)was developed.These results provided a reference for scholars and teachers and enriched the case teaching resources.(2)Based on the case teaching method,eight strategies of case teaching were constructed according to different type of courses,namely case introduction method,case teaching method,case inquiry method,case discussion method,case discrimination method,case practice method,case review method and case simulation method.(3)Combined with the developed case teaching resources and the 8 constructed case teaching methods,some teaching fragments were selected to compile a specific and operable classroom teaching scheme,and carry out systematic case teaching plan,providing a reference for high school biology teaching practice.(4)The prepared teaching plan was used in the high school biology teaching practice in Shihezi No.2 Middle School.Using the questionnaire research method,the performance analysis method and the interview method,the students’ case teaching and learning effects were analyzed and summarized.The case teaching resources and the presentation effect of the case teaching method were measured and corrected,and the value of biological case teaching was analyzed,to promote the application of case teaching effectively and efficiently.The thesis completely presented a series of elements in the case teaching practice,analyzed and evaluated the case teaching by teaching practical and data analysis,which is useful for case teaching in high school biology teaching.The research showed that although some of the case teaching resources still need to be processed and simplified,the compiled case teaching design could make a comprehensive plan and presupposition for a case teaching class.There was no obvious difference in the scores between the experimental class and control,but case teaching could improve students’ interest in learning biology to a certain extent,and improve students’ problem solving skills,communicating with classmates,and innovating ability.Finally,the shortcomings and deficiencies in the practice process were summarized and rethink.The update of new edition of high school biology textbooks not only represents the update of the structure framework and the focus of knowledge,but also represents the continuous development and progress of biology.We should keep up with the frontiers of biological knowledge in our teaching.Therefore,the case selected and used in teaching class should also be updated accordingly.The practice process of case teaching should pay more attention to the process of students’ exploration and development,and should not be eager for success.It should help students to solve problems,so as to teach them how to fish.