Research On The "Little Teacher" Teaching Model In High School Biology Teaching

Combined with the research status of “little teacher” teaching model at homeand abroad and based on the theory of students acting as teachers, this paper analyzestwo parallel classes in senior one. The author, using the “little teacher” teachingmodel in the experimental class and traditional teaching model in one control classconducts a one-term long teaching experiment. By using questionnaires, interviews,observation, tests, the author finds out that the students in experimental class show moreinterest, become more active and confident and do better in knowledge learning, abilityand value developing and so on during their biology learning, compared with thestudents in the control class.The introduction part draws out the topic by introducing the shortcomings of thetraditional biology class,overviews the research of “little teacher” teaching model athome and abroad and defines the related concepts. In addition to that, this part explainsthe aims, contents and methods of researching this topic.Besides the introduction part,this paper consists of five parts. Part one talks about the possibility and practicalsignificance of conducting “little teacher” teaching model in high school biologyclass. It analyzes the possibility of conducting this model in terms of its theoretical basis,psychological cognition of high school students and teaching sources. After that itexplains its practical significance in many ways. Part two mainly clarifies the basicconcepts and teaching principles of conducting “little teacher” teaching model inhigh school biology class, focusing on the implementation process and specificstrategies of conducting “little teacher” teaching model. Part three talks about theteaching process of the “little teacher” teaching model, combined with the author’steaching experiences. Part four makes statistical analysis, based on the feedback data ofthe questionnaires and final exams, and explains the superiority of the “little teacher”teaching model in high school biology class. Part five makes a conclusion that the “little teacher” teaching model in high school biology class is effective and talksabout the problems that occurs during the teaching process.The “little teacher” teaching model is a creative teaching reform and is still notmature enough. It needs more research and improvement during our future teachingpractice to make it better.