High School Biology Classroom The Situational Teaching Practice

"Improve the quality of biological science, for all students, promote inquiry learning, focusing on the linkages with the real-life" is a high school biology curriculum in the basic concept. Situational teaching is to meet the academic requirements of a teaching method.In this paper, constructivist learning theory, multiple intelligence theory, human theory, meaningful learning theory based on the combination of classroom study and practical method of quasi-experimental style in biology teaching, learning situations of biological interest in teaching students the level of awareness of the problem students, problem solving ability and academic impact.Thesis is divided into five parts. The first part of the context, the connotation of teaching situations, while the theoretical basis are described and summarized; The second part describes and summarizes the situation at home and abroad teaching and research profiles; The third part discusses the new high school biology curriculum under the the necessity and feasibility of situational teaching; fourth part summarizes the exploration and practice of teaching high school biology classroom situation created by the principles and strategies, the author lists a number of cases of the implementation of the teaching situation; on the situational analysis of the effects of teaching practice; The fifth part is a summary of the study and reflection.The results show that:in biology teaching, reasonable, properly creating teaching situation can improve the level of student interest in learning, can effectively train students identify problems, analyze and solve problems, but also conducive to improved academic performance; creating teaching context of the biology teacher also put forward higher requirements.