Research On Teaching Practice Of Biology Review Course In Senior High School Based On Real Situation

Biology review course is a very important type of course in senior high school.Students can fill in the gaps,build a knowledge network,and develop core literacy through the review course.However,the traditional senior high school review class one-sidedly pursues high efficiency,and always filled with instilling knowledge,which leads to a single form of teaching,a dull atmosphere in class,and students’ loss of learning autonomy.Students’ learning skills development,core literacy training,and emotional experience were ignored.Review courses ultimately serve the college entrance examination.In 2020,the "China College Entrance Examination System" developed and issued by the Ministry of Education stipulates that the carrier of the college entrance examination is the situation.It is also the requirement of the curriculum standard that the examination evaluation points to the core literacy.2020 revised "General High School Biology Curriculum Standard(2017 Edition,2020 Revision)",the basic curriculum concept is clearly defined as core literacy as the purpose,content focus on the big concept,teaching process to focus on practice,academic evaluation for development.The curriculum standard requires that the course content should be guided by the theme,contextualize the course content,and promote the implementation of subject literacy.Whether from the perspective of students’ classroom experience or the requirements of selection tests,teachers and students should pay attention to the application of situations when reviewing.The application of knowledge around the situation can mobilize students’ learning motivation for reviewing lessons.The use of real situations builds a bridge between biological theory and real life,cultivates students’ ability to use real situations for in-depth thinking and comprehensive application,and enhances subject core literacy.Based on the problems existing in the high school biology review class,and combined with the standards and assessment system,this paper proposes teaching strategies for high school biology review class based on real situations.Design teaching plans provide reference for front-line school teachers.By reading the literature and combing through the research results on situational teaching and high school biology review lessons at home and abroad,the author found that the development of situational teaching in foreign countries has been mature,and there are also many researches on situational teaching and high school biology review lessons in China,but few researches on the application of situational teaching in review lesson.It can be seen that in domestic high school biology education,there are many gaps in the research on application of situational teaching in review course,and also,there are few teaching cases that can provide reference.Front-line teachers are urgently needed to provide teaching cases with reference value.Therefore,contact the real situation of the school’s teaching,the author design and compile a questionnaire,which investigate the students’ real feelings about the high school biology review course from four aspects: "self-state","learning method","classroom feeling" and "learning effect".Then according to the results of the students’ questionnaires,the teacher’s interview outline is designed,mainly from the teaching mode and the teacher’s application of the situation,to investigate the application and difficulties of the front-line teachers in the teaching practice of the real situation.The analysis of the questionnaires revealed that the current situation of boring and inefficient high school biology review classes needs to be solved,and teachers mainly use the teaching methods of knowledge lecture and exercise explanation in the review course,and almost do not use situational teaching throughout the class.There is a long way to go in using real situations for revision.Aiming at the problems existing in the current high school biology review course,the author explored the basic strategies and general models of applying real situations to high school biology review courses based on the survey results,and proposed the basic model of "precise and autonomous review before class + penetration of real situations in class",and created teaching cases with certain reference value and guiding role according to this basic model,and carried out teaching practice on some cases.The following conclusions are drawn.1.Traditional knowledge lecture-based review course is difficult to attract students to actively construct,and the review efficiency is low;2.The high school biology review course based on the real situation is promoted with the dual main lines of "self-review" and "situation-based class",which meets the requirements of "basic,comprehensive,applied and innovative" in the college entrance examination;3.High school biology review courses based on real situations can improve students’ necessary skills and ideation in teaching practice.Using real situations to review high school biology can significantly improve the efficiency of the review course and help students solve problems in unfamiliar situations.It is expected that this research can provide some new ideas and effective references for the research of high school biology review course mode based on real situations.