Teaching Design And Practice Of Dynamic Assessment Based On Zone Of Proximal Development Theory In High School Biology Classroom

With the continuous implementation of quality education,the state pays more and more attention to the cultivation of high school students’ scientific thinking and scientific inquiry ability and other biological core literacy.It is an inescapable task for every biology teacher to improve the comprehensive ability of each student and cultivate their core biological literacy in the process of biology teaching.The zone of proximal development theory advocates paying attention to the unrealized potential development ability of students.The dynamic assessment developed from it promotes the interactive process between teachers and students and students and students through the timely addition of scaffolding interventions,and continuously promotes the zone of proximal development of students’ ability,so that The improvement of students’ acquisition ability is a practical and effective way to implement the cultivation of high school students’ biological core literacy.Based on Vygotsky’s zone of proximal development theory and referring to the latest achievements of dynamic assessment application at home and abroad,this study found that the dynamic assessment under the guidance of zone of proximal development theory can be applied to four construction principles in high school biology teaching: The unit designs teaching intervention activities,integrates evaluation activities into teaching,deepens teaching prompts and creates an equal and active teaching environment.After investigating the current situation of high school biology teaching and learning in practice schools,it was found that there are three main difficulties in the process of students learning biology: lack of learning strategies and methods related to biology learning,lack of effective biology learning materials,and lack of learning motivation.Accordingly,in order to effectively solve various teaching problems existing in the current high school biology classroom,promote the cultivation of students’ core competencies in biology,and respond to the country’s call for talent training,this study will adopt dynamic assessment under the guidance of the zone of proximal development theory for teaching.In the experiment,three solutions were formulated according to the three typical difficulties of students: increasing the guidance of learning methods,supplementing effective biological materials,and giving more affirmation and encouragement to students.Using the method of comparative experiment,taking students in two classes of a middle school in Shihezi City as the research object,a small-scale teaching reform practice was carried out to explore the impact of dynamic assessment under the guidance of the zone of proximal development on improving students’ biological level.Through qualitative analysis and quantitative analysis,the study found that dynamic assessment has a significant effect on improving students’ biological performance and core literacy level,and proposed(1)to ensure the continuity of intervention activities,(2)to correctly grasp the intervention The intervention timing and implementation process of the activity,(3)setting timely and specific target intervention and other three suggestions that can be promoted and used,provide more ideas for applying the zone of proximal development theory and dynamic assessment to high school biology teaching.It provides a certain theoretical basis and practical data for the promotion and application of the zone of proximal development theory and dynamic assessment in other subjects in middle schools.