Research On The Application Of Grouping And Layered Teaching Method In Biology Teaching In Senior High School

Based on mastery learning teaching theory,humanism theory and the theory of zone of proximal development,this study conducts theoretical research on grouping and layered teaching method.Meanwhile,a detailed implementation plan for the grouping and layered teaching method was formulated in combination with the school’s actual teaching conditions and students’ basic situation.Supported by the above three theories,this paper studies the application of grouping and layered teaching method in high school biology teaching.The purpose is to teach students according to their aptitude through grouping and layered teaching method,so that students with different knowledge bases and learning abilities can achieve the same or similar learning effects through different teaching methods.Literature,experiment and interview methods are used in the study.First,the grouping method is determined,and then the standards of stratification within the group are determined,and the division of labor within the group is carried out for stratified students.Finally,the results of pre-test,mid-test and post-test are analyzed through experimental research,and the data are sorted out.The study subdivides the teaching process into three stages: pre-class,in-class,and post-class.In the three stages,students are asked to find a learning method suitable for their current state according to the grouping and stratification within the group.In terms of teaching implementation,this paper illustrates the practical application process of grouping and layered teaching method in high school teaching by taking the “Function and Essence of Enzymes” in the first lesson of Section 1,Chapter 5 of high school Biology Compulsory Course I and“Mendel’s Pea Crossing Experiment(II)” in the first lesson of Section 2,Chapter 1 of high school Biology Compulsory Course II as examples.In terms of teaching effect evaluation,the two classes taught by the author are taken as experimental class and control class.The students’ accumulation of biological knowledge,learning methods,learning motivation and other abilities(such as teamwork ability,language expression ability,etc.)are comprehensively evaluated through three large-scale tests of pre-test,mid-test and post-test and three interviews.The results show that the grouping and layered teaching method is helpful to improve the teaching effect and the mutual learning among students after it is applied in the biology class of senior high school.In the aspect of biology knowledge accumulation,most students can be improved accordingly;In the aspect of learning methods,students can find suitable learning methods faster,especially for those who have not found suitable learning methods before;As for the aspect of learning motivation,the learning motivation of students from different levels could be strengthened in most cases.However,there are still some regrets and deficiencies in the process of this study.The corresponding suggestions for improvement are given in the paper,and the comprehensive evaluation and discussion of this teaching method are made as well.