The Practical Research Of Situation Teaching In Biology Teaching In Senior High School

As a new teacher’s "reserve",In my practical teaching and lectures trainee,I found that a high quality lesson is often to let students to find knowledge in the situation,and summarized the sublimation.Then the class is always vibrant and people feel full of vitality,and with the continuous deepening of curriculum reform,people began to understand the importance of situation in the teaching,more and more people began to do teaching like "situation teaching" to conduct systematic research and exploration.Above the background,I have determined the practical research of "situation teaching" in high school biology teaching,hoping to improve teaching efficiency and make more contribution to the exploration of "situation teaching".This paper adopts the literature research method and the action research method to carry on the practice research on the basis of the theoretical research,that is to summarize the situation material in the teaching material,and will use the context material to create the teaching situation practice.The traditional teaching is carried out in the classroom teaching.Finally,the validity of "situation teaching" is tested by the comparison of unit scores.The paper is divided into four parts:The first part elaborates the reason of this research and summarizes the ideological origin,the research course and the present situation of "situation teaching".The second part introduces the basic concepts of context and "situation teaching",and introduces the classification of the situation material and the classification of the situation in the teaching link,and briefly expounds the operation mode of the two in the classroom teaching.The third part is about the practice research of three angles.The first part is toclassify the situation material of high school biology teaching material by classification of the situation material.Then,we introduce the material library in the teaching.And the combination of biology "situation teaching" practice,use the case study into the corresponding steps to be presented;Finally,do the effectiveness of the teaching of the context of the "same class heterogeneous" comparative experimental study,and analysis the test comparative changes in the study of comparative changes.After comparing the unit results,the experimental class compared to the control class results have been slightly improved.The effect of this experiment has confirmed the practical value of "situation teaching" in high school biology teaching.The fourth part is mainly in the process of "situation teaching" in the course of some thinking and discussion.