Action Research On Hierarchical Teaching Of Genetics In Secondary Vocational Schools

Improving the traditional teaching model and promoting the development of each student according to their aptitude are one of the main goals of vocational education."Genetics" as the main course of vocational gardening major,the teachers in the teaching process are affected by factors such as the education system,educational concepts,and teaching habits,and all students are taught in a unified way.Most teachers do not be regardless of the subjective initiative and differentiation of students,and this teaching methods leads to fast polarization of student’s study performances and learning interest is weakened.In view of the actual teaching problems in the course of "genetics" teaching in vocational schools,this study applies the hierarchical teaching model to the classroom teaching of landscape majors in vocational colleges,aiming to clarify the application of the hierarchical teaching model through the application of the hierarchical teaching model based on the feasibility of the vocational "genetics" classroom,establish an effective way for the tiered teaching model to be applied to the vocational "genetics" classroom,and clarify the effectiveness of the tiered teaching model to apply to the vocational "genetics" classroom.This article has been conducted action research on the "hierarchical teaching" of "genetics",and explored the effectiveness of hierarchical teaching using the second-year students of the major of gardening in L secondary vocational school in city D as the research object.We have classified the students of the whole class by analyzing the "genetics" performance in the first semester,questionnaires,and interviewing to understand the characteristics,learning status,and teaching status of gardening secondary school students from their parents and teachers.The process of hierarchical teaching includes students hierarchy,teaching aims hierarchy,lesson preparation hierarchy,teaching hierarchy,homework hierarchy,coaching hierarchy and evaluation hierarchy.After the comparison of the "genetics" scores of the research subjects before and after the test,the average grade increase of the class is 8.08 points,and the standard deviation of the class is reduced by 1.83.It shows that hierarchical teaching is conducive to improving the effect of "genetics" teaching,that is,it improves the "genetics" learning performance of students while reducing the gap between class students’ academic performance;Through the assignment of questionnaire options,the lower the score,the better the learning situation.A comparative analysis of the layeredteaching model before and after action research found that the average value of the learning interest questionnaire survey decreased by 3.3 and the average value of the learning confidence questionnaire survey decreased by 2.1.The average value of the learning attitude questionnaire survey decreased by 3.23,and the average value of the learning participation questionnaire survey decreased by 7.78.Explain that hierarchical teaching stimulates students’ interest in "genetics" learning,corrects students’ attitude towards "genetics" learning,enhances students’ confidence in "genetics" learning,and at the same time improves students’ participation in "genetics" learning,demonstrating hierarchical teaching is more effective in teaching "genetics" than traditional teaching.