Application Of The Theory Of "Zone Of Proximal Development" In The Teaching Of Biology In Senior High School

With the implementation of the new curriculum reform,there has been an increasing focus on teaching quality and student-centered pedagogy.The “Zone of Proximal Development” theory,which advocates for “student-centered” teaching,has emerged as a hot topic among various educational theories.The Chinese Ministry of Education has also issued policy documents emphasizing the application of “Zone of Proximal Development” theory to promote student-centered teaching and promote the development of students’ core literacy as well as improve teaching quality.While research on “Zone of Proximal Development” theory has been fruitful both domestically and internationally,its application in high school biology education is still relatively limited,and research methods are not yet mature.Therefore,this study aims to determine students’ current levels of development based on “Zone of Proximal Development” theory,design teaching based on students’ current levels of development,and effectively analyze students’ learning situations to develop reasonable teaching objectives,strategies,and focus areas.The study focuses on connecting “Zone of Proximal Development” theory with high school biology education to promote student development and improve teaching quality.The study selected students from class(1)and class(2),Senior 1 in Xin Yuan High School in Danzhou City as research subjects.The study first conducted a literature review and established a knowledge hierarchy framework for the third unit,“Basic Structure of Cells”,in the People’s Education Press’ High School Biology textbook.The author also developed a pre-test to understand students’ knowledge starting points,as well as an interview outline to understand students’ learning characteristics,and comprehensively evaluated the research subjects’ current levels of development.Teaching was designed based on students’ current levels of development and applied to high school biology education.A post-test for “Basic Structure of Cells” was also developed,and a “Teaching Satisfaction Survey Questionnaire” was used to evaluate the teaching effectiveness of applying the “Zone of Proximal Development” theory in high school biology education.After collecting and inputting relevant data,this study analyzed the average scores and P-values of the post-test using Excel.It was found that the application of the “Zone of Proximal Development” theory in high school biology teaching is beneficial to improving students’ academic performance and promoting effective teaching.In addition,the Likert scale was used to quantitatively analyze the “Teaching Satisfaction Survey Questionnaire”,calculating the percentage of students’ choices for each question.The results indicated that students were more satisfied with teachers’ teaching quality under the guidance of the “Zone of Proximal Development” theory.Furthermore,teaching based on this theory had a significant impact on the classroom teaching environment and positively affected students’ learning characteristics.Finally,based on the research analysis and extensive literature review,some suggestions were put forward for biology teachers at the school: to focus on the application of the “Zone of Proximal Development” theory to comprehensively improve teaching quality;to pay attention to the matching between teaching goals,teaching difficulties,teaching strategies and the analysis of students’ learning situations,to optimize teaching design;to emphasize the creation of a good teaching environment to improve students’ learning efficiency.