A Study On The Application Of Context Creation In High School Biology Classroom Teaching

Establishing moral values is a new direction and task proposed by the state for high school curriculum reform,and the way to implement this task is to develop students’ core literacy in high school education.The General High School Biology Curriculum Standards(2017 Edition Revised 2020)takes this as the purpose of the curriculum and requires teachers to learn to use real-life materials for teaching and learning,so that the course content is presented in a contextualized manner and students can reflect their knowledge and abilities,emotional attitudes and values in solving real problems in real situations and laying a solid foundation for students’ lifelong development.Therefore,the research on the application of context creation in high school biology classroom teaching has important theoretical significance and application value.In this study,we used the literature research method,questionnaire survey method,interview method,and experimental research method to study the effect of context creation in high school biology classroom teaching,and obtained the following results:1.In a questionnaire survey of 28 biology teachers in Luanchuan County No.1Senior High School,it was found that teachers’ understanding of context creation was relatively one-sided and there were misconceptions in teaching use,mainly in that 53.6%of them created unrealistic contexts;50.0% of them ignored students’ cognitive level and thinking ability;42.9% of them could not induce students’ emotional experience.In the interviews with six of the teachers,it was found that the teachers wanted to have a set of practical context creation strategies to implement contextual teaching.In a questionnaire survey of students in eight classes of the second year of senior high school in Luanchuan County No.1 Senior High School it was found that students’ learning styles were not flexible enough,their independent learning ability was weak,and their classroom learning efficiency was low,mainly in that 61.7% of students would not take the initiative to preview new lessons before class;More than 50.0% of the students do not answer questions actively in class,cannot pay attention for a long time in class,and cannot apply their knowledge of biology to explain life phenomena after class;76.5% of the students are not satisfied with their current biology performance.2.To address the problems in the survey,a set of principles and strategies for context creation were developed.Teachers should follow the principles of targeting,authenticity,emotionality,and development when creating contexts.Teachers can use pictures and videos to create contexts to help students deepen their memory and understanding;use life phenomena to create contexts to stimulate students’ curiosity and thirst for knowledge;use inquiry practice to create contexts to improve students’ hands-on practical skills;use scientific research cases to create contexts to cultivate students’ scientific thinking.3.After using the context creation strategy for teaching practice,a questionnaire survey of the students in the experimental class was conducted again,and it was found that the classroom learning situation of the students in the experimental class had improved significantly compared with that before.The main improvement was that62.2% of the students were motivated to find out the problems and think carefully;94.6%of the students could apply their biological knowledge to explain the phenomenon of life and increase their self-confidence in learning biology;by analyzing the biology scores of the students in the control class and the experimental class before and after the teaching practice,we found that there was no significant difference between the biology scores of the two classes before the teaching practice(P>0.05),and the biology scores of the two classes after the teaching practice.There was a significant difference between the biology scores of the two classes after the teaching practice(P<0.05).In conclusion,creating contexts in high school biology classroom teaching can improve students’ enthusiasm for classroom learning,help them better understand biology knowledge and improve their biology scores,and have better application effects.The principles and strategies of context creation proposed in this study can be used by front-line high school biology teachers for reference and also provide reference for other subjects.