Exploration And Practice Of Biology Vitality Class In Senior High School

The state proposes that education should cultivate talents with practical ability,innovation ability and core literacy.The "General High School Biology Curriculum Standard(2017 Edition revised in 2020)" also regards improving students’ core competencies in biology as the fundamental task of teaching.But at present,many high school biology classrooms still have factors that restrict students’ ability improvement,literacy development and teachers’ professional growth,such as single teaching goal,deviation of teaching subject,and mechanical teaching process.After consulting the literature,it is known that the vitality classroom is a kind of student-centered.By creating a vibrant teaching atmosphere,integrating novel and lively teaching contents,and using flexible and effective teaching methods,it can stimulate the vitality of the classroom,realize the all-round developments of students,the improvement of teachers’ abilities,and the dynamic generation of teaching.This model is in line with the educational goals of the state and curriculum standards.Therefore,this paper aims to explore the effective application of vitality classroom in high school biology curriculum,design teaching cases of vitality classroom,and carry out teaching practice.This paper uses the literature research method to sort out relevant literature,defines the concepts of vitality,vitality classroom,and high school biology vitality classroom,and expounds the current research status at home and abroad.To investigate the current situation of high school biology classroom teaching from the perspectives of students and teachers by means of questionnaires and interviews.Combined with the results of literature research and actual investigation,it is proposed to construct a high school biology vitality classroom from five dimensions: education subject,teaching goal,teaching content,teaching process,and teaching atmosphere,and design related teaching models.The implementation process of vitality classroom is explained in detail with three types of teaching cases: new teaching,review course and exercise course.In order to verify the teaching effect of the vitality classroom,the author took two parallel classes in the third grade of the Hengshan Middle School in Yulin City as the research object.The experimental class and the contrast class use the vitality classroom teaching and the traditional classroom teaching respectively.After 6 months of practice,the effect test is carried out from four aspects: student achievement,subject core literacy,biology classroom status and students’ intuitive experience.The min research results are as follows:(1)Vitality classroom is suitable for high school biology teaching.Preliminary survey results show that high school biology classrooms have problems such as dull atmosphere,low student participation,and inadequate implementation of subject core literacy.Teachers and students are looking forward to changing the status quo of the classroom,and there is a strong demand for vitality classroom teaching.Combined with the results of the vitality classroom practice and the interview results of students in the experimental class,it can be seen that this model has a positive impact on students’ learning,which indicates that the vitality classroom is suitable for high school biology courses.(2)Vitality classroom can improve students’ academic performance and core literacy of biology.Through spss.22 analysis and comparison between the experimental class and the contrast class of academic performance,subject core literacy,it is concluded that compared with the traditional biology classroom,the vitality classroom can significantly improve the students’ academic performance,it can effectively promote the development of two kinds of biological science literacy,scientific thinking and life concept.(3)Vitality classroom can significantly improve the status quo of high school biology classroomUsing the pre-and post-test questionnaire data to compare the differences between the experimental class and the contrast class in three dimensions: classroom atmosphere,classroom participation,and classroom learning efficiency,it is concluded that after applying the vitality classroom teaching,the classroom atmosphere is more relaxed and pleasant,the students’ classroom participation is significantly improved,and the classroom learning efficiency is higher.(4)Vitality classroom is an important way to improve teachers’ professional quality.The application of vitality classroom teaching can promote teachers to change their educational concepts,enrich their knowledge systems,innovate teaching methods,develop teaching creativity,and improve teaching ability.(5)Vitality classroom construction strategies and teaching models are feasible.According to the positive impact of vitality classroom on teachers and students and the good practical effect of teaching cases,it is concluded that the construction strategy of "optimizing the main body of education,clarifying the teaching objectives,integrating the teaching content,activating the teaching process and improving the teaching atmosphere" is feasible.The teaching mode of "creating a situation,introducing a new class → presenting problems,inspiring and guiding → division of labor and cooperation,exchange and exploration → display of achievements,teachers’ guidance → consolidation of exercises,and deepening and expansion" is feasible,it can promote the effective implementation of vitality classrooms.This study presents the teaching practice of applying vitality classroom to high school biology curriculum,and proposes the construction strategy,teaching mode and teaching case of high school biology vitality classroom,which enriches the relevant theoretical system and can provide teaching basis for front-line educators.