Pilot Study On Biological Classroom Game

Academic underachievers is only part of a class as to basic education, however tolerating their presence is advocated to the basic of new curriculum“for all”. In order to develop every student’s biological science literacy, our teachers have to consider the transferring of biological underachievers.Hence, a model that named “response-to-intervention” was developed recently.Its first level claimed to be done in normal classroom, mainly depending on the optimization of classroom teaching method, aimed at reversing underachievers’ learning disability. The author’s classroom game-teaching is one of such example.Game-teaching is a revolution to the traditional teaching. It is a teaching thought, but also a teaching method.The interesting biological game-teaching extrudes students’ subject status, giving them powers to choose and voice,making them possess more sense of responsibility to completed their biological learning. The author expects those junior biological underachievers can be engaged in learning,and hence making their underachievement reverse.In order to verify the transferring effectiveness of classroom game-teaching, this research uses classroom observation, conversation, literature retrieval,and control experiments to preliminarily explore its efficacy.The research finds that underachievers of experiment class’ s performances are better than those of control class. Such performances include homework completing quality, biological academic achievement, the improving speed of biological academic achievement, level of teaching content’s acquisition. Thus, the research verifies its hypothesis, that is, the biological classroom game-teaching can transfer underachievers.