A Application Research On Situation Creation Strategy Of Biology Review Lessons In The Senior Year

Under the promotion of the new college entrance examination,the new curriculum standard and the new teaching material,the situation creation strategy is more and more widely used in the high school biology teaching.In the senior three biology review class,teachers can design scattered small plots in a big situation and complete the special topic review teaching with a complete large situation;small plots can promote students to review the learned content,and a complete large situation can help students to summarize the knowledge content of the whole topic review.The creation of situations can not only improve students’ subject thinking,emotional attitude and values,but also improve students’ performance.This research mainly studied the creation of a large situation,around the small situation in the small situation of the whole topic review content of the teaching method in the application of senior three biology review class(hereinafter referred to as the big situation、small plot teaching method),hoping to provide novel teaching cases and theoretical practice basis for the senior three biology review class,and help the front-line teachers to achieve efficient classroom teaching.The literature research method,interview method,questionnaire survey method and practice research method were mainly used in the research.This paper summarized the research status of situation creation strategy in high school biology class.The paper comprehended the application status of the situation teaching and big situation,small plot teaching method in the biology review class of senior three,and found that some teachers also wanted to apply this teaching method in the review class,but gave up practice due to the lack of teaching cases,situation materials and other factors.The first round of review of neuromodulation topic were taken as an example to create a situation and carry out practical research in this study.Two grades with no significant difference,taught by the same teacher were selected as the research object,and they all selected subjects of the college entrance examination for history,biology,geography class.Before the review of the subject,tested the students’ memory degree and basic level of the topic content,and compared the differences between the two classes.In practical teaching,the experimental class used the teaching method of big situation,small plot;the control class used the traditional teaching methods,and did not avoid the examples used in the traditional teaching.After review,the teaching results and teaching methods were evaluated.On the one hand,the paper test was conducted to analyze the differences between the results of the two classes;on the other hand,the questionnaire were used to understand the students’ views on the teaching method.And the interview method were used to understand the teachers’ views and suggestions on the teaching method.The results showed that the performance of the experimental class was significantly improved comparing with the control class,.During the pre-test,the class mean score of the two classes was P=0.346>0.05.There was no significant difference in the memory degree of the basic content,and the cognitive base level was similar.After practice,the average score of the experimental class was 9.13;the control class was 5.13;and P=0.020<0.05,showing a significant difference.The average score of the experimental class has been improved significantly.Analyzing the opinions of students and teachers on this teaching method,they all agreed that the application of this teaching method can achieve efficient classroom.Therefore,in the senior three biology review class,the application of big situation,small plot teaching method was conducive to stimulating students’ interest in learning.The teaching method promoted students’ recall of the topic review content,enhanced students’ memory of the learned content,and improved the students’ scores in the college entrance examination.