The BSCS 5E Instructional Model's Practical Research In Biology Teaching Of Junior School

"The BSCS 5E instructional Model" is one of popular teaching models in contemporary science education in the United States,It was introduced into China in the early 21 st century.This teaching model is divided into five steps :“Engagement” “Exploration” “Explanation”“Elaboration”and“Evaluation”.Due to its characteristics of being sensible and operable,it can be used as a teaching step for a certain class of lessons,or as a design idea for a certain course,with a wide range of applications.Besides,“The BSCS 5E instructional Model”also covers teaching concepts such as “inquiry learning,” “cooperative learning,” and “concept teaching,” which are popular in today's education reform.However,in our country,the text analysis and application research of “The BSCS 5E instructional model” only in its infancy.Therefore,this article adopt literature method to sort out the origin,development and application of “The BSCS 5E instructional model” in the United States,and strives to master connotation of “The BSCS 5E instructional model”,find a solid theoretical foundation for the study of this article,and also provide reference for future research.This article summarizes “The BSCS 5E instructional Model” in china's existing research,trying to get inspiration in other people's research,so as to provide methods and ideas for reference.This article focuses on the “The BSCS 5E instructional model” applied to junior high school biology teaching in China to solve the “The BSCS 5E instructional model” problems encountered in the process of “localization” in our country,to provide first-line teachers convenience to use “The BSCS 5E instructional model”.In addition to solving the problem of “how teachers teach”,the teaching model also needs to solve the problem of “how students learn”.The students of junior high school have not reached the level of adults in terms of thinking and behavioral norms.Through the use of “The BSCS 5E instructional model”,it is an important issue to study in this article that the students can make progress in what aspects and how to help the society in the future.Is "The BSCS 5E instructional model" suitable for the actual situation of biology teaching in China? What should remain or give up in using the“The BSCS 5E instructional model”? This article adopts experimental methods to solve the above problems.In the experimental method,the researchers selected two classes with comparable conditions in all aspects as the experimental subjects.The experimental variable was "biology teaching model",the experimental class adopted "5E teaching model" and the control class adopted conventional teaching model.The experimental dependent variables were set as the three dimensional indicators of the students,the knowledge dimensional dependent variables were set as the students' academic performance,the ability dimension dependent variables were set as the student's ability to explore and applied knowledge to solve problems,and the dependent variables of the emotional attitude dimension were set as students' self-efficacy of biological learning.The researchers tested the dependent variables through scientific questionnaires and paper-pen tests,and compared and analyzed experimental data through data analysis software.Finally,the experimental results are obtained through data analysis.The results of the experiment will answer the questions raised at the beginning of this article.