Practical Research On Problem Driven Micro Topic Teaching In The Review Course Of Biology In Senior One

With the progress of curriculum reform,the curriculum has shifted from focusing too much on imparting knowledge to emphasizing a proactive learning attitude and learning to learn.During the learning process,review classes serve as an effective way to consolidate and transfer knowledge,and their teaching methods have always been the focus of attention for frontline teachers and scholars.At present,the form of high school review classes is relatively single,with "cramming" teaching within limited review time and "cramming" classrooms being more favored by teachers.However,in order to adapt to the current educational reform and changes in the college entrance examination,traditional question sea tactics and pure teaching methods can no longer meet students’ review needs.In order to improve the review effect more effectively,the use of problem driven micro thematic teaching has been put on the agenda.It has the advantages of clear themes,strong pertinence,good interactivity,fully utilizing students’ subjective initiative,and emphasizing the exercise of students’ thinking and abilities,In line with the trend of education reform in China,this study conducts practical research on problem driven micro thematic teaching,with the aim of providing reference teaching ideas for high school biology review courses.This study explores the application of problem driven micro thematic teaching in high school biology review.Firstly,using the literature research method,by reviewing relevant literature on problem-driven teaching models,micro thematic teaching,review courses,thematic teaching,etc.,we understand the research background and current research status at home and abroad.Based on this,we define the relevant concepts involved in the paper and the theoretical basis supporting practical research,providing theoretical support for future practical research.Secondly,through a student questionnaire survey,we aim to understand the current status of biology review in the first year of high school and identify its shortcomings;Through teacher interviews,understand the possibility of applying problem driven micro topic teaching method in the biology review course of the first year of high school,as well as the possible problems that may exist during the implementation process.Summarize the questionnaire and related questions in the interviews.Based on the current review status and the issues involved in student questionnaires and teacher interviews,combined with the curriculum standards and textbooks,appropriate knowledge points are selected for teaching design and two parallel classes are selected for teaching practice.Finally,through the use of classroom observation and experimental research methods,the classroom observation scale was used to observe and analyze students’ learning,teacher teaching,and classroom effectiveness from three dimensions.Independent sample t-tests were conducted on students’ grades before and after teaching practice to test the teaching effectiveness.Additionally,questionnaire surveys and interviews were used to evaluate the practical effectiveness.Through the above research,it can be concluded that the application of problem-driven micro thematic teaching has solid theoretical support and is in line with the direction of the new curriculum reform.It is necessary and feasible to apply it to the review course of the first year of high school.It can enhance students’ interest in learning,improve their academic performance,improve their ability to analyze and solve problems,and help exercise their logical thinking,Improve students’ ability to build knowledge systems and transfer applications.