The Individualized Teaching Design Of Module "Steady Stateand The Environment" In Senior High School Biology

Education is cultivating students foremost, is to promote the development of human beings.However, due to genetic factors, family status, social environment is different, the differencesbetween individuals, the traditional class teaching system in the uniform of teaching mode can’tmeet the requirements of the students individuality development diversified, therefore, in order tostudents all-roud development,teachers should according to the nature of the students and individualdifferences, undertake personalized education. However, the author found from the survey that mostpersonalized teaching research in China still stays in the aspect of theory, lack of concrete accordingto the specific design of a subject section, so this article choose book three of the senior biologycompulsory course "steady state and the environment" module to study, aimed to changing the dailyteaching,with the advanced theory to guide teaching practice, providing a personalized teachingscheme and to promote the development of personalized teaching in biology.This article is divided into five most. The first part illustrates the lodging cause of personalizedteaching subjects, introduces the historical development and current research situation ofpersonalized teaching. The second part mainly to define the relevant concepts of personalizedteaching, and analyzes the theory of multiple intelligences.The third part is the concret personalizedteaching design process about high school biology required three "steady state and theenvironment", the teaching material, student and the class type, respectively, are analyzed andclassified, according to specific circumstance can be divided into three kinds of types, lessondesign,experiment and practice design. The fourth part is the concret personalized teaching designcases about the “steady state and the environment” module, including personalized teaching abouttheory, experiment and practice lesson and examples are given to illustrate. The fifth part is theconclusion, including the conclusion of the research results and innovation points. The overallthought, this study provides the high school biology first-line teachers individualized teaching canbe made use of design examples. But this article is only as a result of conditional limitation theoryresearch and the design of the case, to be for practice.