Research On Micro-topic Teaching Based On The Six-step Teaching Method

In recent years,with the continuous advancement of the new curriculum reform,it has been the core of the current basic education reform to cultivate and develop students’ comprehensive abilities and core literacy of students.The new curriculum standard requires teachers to transform their roles from“imparters of knowledge” to “organizers,guides,and collaborators of teaching activity”,and strive to shift the focus of teaching work to the implementation of “four growths” of students,that is,to help students complete knowledge growth,ability growth,solving growth and literacy growth.The college entrance examination is an important basis for the country to select talents,so the teaching research on the review course of senior three has far-reaching practical significance.As a more detailed review and preparation topic,micro-topics teaching has the characteristics of“accurate positioning,small incisions,new angles,and deep exploration” compared with traditional topic review,which can make the review effect more targeted.Therefore,the research on micro-topic teaching has far-reaching practical significance.However,because the current review mode is solidified,single,and mechanically repetitive,and is neglected to the cultivation of students’ ability,the review effect is low.In view of the fact the “six-step teaching method” advocated by Shusheng Wei can ingeniously integrate imparting knowledge,cultivating ability,developing thinking,and learning guidance,this research is based on this,aiming to explore the application of six-step teaching method in the third year of high school.This research tries to explore a more efficient new mode of review and preparation with the application and effectiveness of micro-topic review courses.The main contents of this study are as follows:1.Through questionnaires and interviews,understand the status of biology review and micro-topic implementation,and summarize the existing problems in the current review.2.Based on problems above,the research adjusts and optimizes the general steps of the “six-step teaching method” to guide,study,explore,exhibit,test,evaluate.That is,situation creation,interest stimulation;independent review,textbook review;case analysis,comprehensive improvement;real test reproduction,system co-construction;variant detection,transfer application;multiple evaluation,teaching and learning;3.Aiming at the blind spots and doubts of the students,this study took passive transport and DNA replication as the theme,and proposed two micro-topic teaching cases.During the whole research process,two strong basic classes(high score classes)and two parallel classes(ordinary classes)as the survey objects,each set up a control class and an experimental class,while the experimental class uses a combination of micro-special topics and traditional special topics for teaching;4.Use methods such as questionnaire survey,interview,performance comparison and classroom observation to analyze the effect of micro-topic teaching for students at different levels.Through the teaching practice,we conclude as following:1.From the analysis of the questionnaire and interview results,we can see that the micro-topic teaching based on the six-step teaching can make students’ review attitude more positive,the mastery of basic knowledge more solid,the construction of knowledge system more perfect,and the transfer and application of knowledge more efficient,the improvement of comprehensive ability is more obvious;2.From the comparison of the entrance examination results,the average score of the experimental class in the two experiments is significantly higher than that of the control class,and there is a significant difference.Therefore,the micro-topic teaching based on the six-step teaching method can effectively improve students’ review and preparation efficient and universal;3.From the perspective of classroom observation,the students in the experimental class are better than the control class in terms of teaching participation,accuracy of answering questions,enthusiasm for discussion,and completion of homework,which reflects the micro-topics based on the six-step teaching method.Teaching has a certain role in promoting the improvement of students’ comprehensive quality.Therefore,This research not only enriches and improves the related research on micro-topic teaching in theory and practice,but also opens up a new way to review the lessons for the improvement of teaching efficiency,the development of teachers’ professional ability and the cultivation of students’ core literacy.In addition,due to the small number of samples in this study and the initial stage of practical research,it is expected that in the future,teachers can continue to accumulate experience,pay attention to the latest research trends,and lay a solid foundation for further research on micro-topic teaching.