Practice Research On Non-key High School Biology Classroom Teaching Strategies

In the past years,the enrollment expansion of key high schools,alteration of recruiting procedure,augmented rights of school-choosing by students,and other factors have led to more and more students with poor culture and knowledge aggregated in ordinary high school.In addition to a weak knowledge background,these students often show negative features: inferior learning ability such as delayed completion of learning tasks;incorrect learning practice with weak sense of discipline and difficult class management;lack of confidence and learning motivation,and slow adaption to high school programs.This research work was thus performed to solve these problems and improve class efficiency.This study started with problems occurred in biology classes in ordinary high school.Three correlated factors were analyzed,including students,textbooks and teaching methods,school and society.The underlying causes were thus found and disclosed.The author further searched related educational literature,and several fundamental principles were implicated: the zone of proximal development,the attribution theory,interest-motivated learning,the cognition assimilation study etc.On the basis of extensive discussion with the vast first-line biology teachers,the author integrated these theories with personal teaching experience,and developed a suite of practical strategies for teaching and learning.In the order of application sequence,these strategies are separated into three parts: before class,during class and after class.The implementation time,manner,process and remark of each strategy were described in detail.Validity of the strategies is confirmed by application to two experimental classes of first grade of senior high school,which are coached by the author in person.This experiment was conducted for the duration of two semesters.Through casual interviews with students and the inspection of their academic performance,the author concluded that this strategy set allows students to quickly adapt to the pace of biology classes in high school,promotes students' interest in biology course,and improves students' self-discipline in learning.Comparison and analyses of the results of two final examinations between experimental and control classes,affirmatively prove that this instructional strategy set can effectively improve the students' academic performance.In summary,this research has well implemented the teaching philosophy of the new Curriculum Reform of Basic Education,provided feasible solution to specific educational problems of ordinary high schools,and indicated the notable capacity of further study and application promotion.