Study On The Teaching Application Of "Situation Exploration Construction Schema" In Junior High School Biology

The new course teaching method pays emphasis on changing the traditional teaching,acceptance learning and mechanical exercises,and attaches importance to independent learning,cooperative learning and inquiry learning,so that student's learning activities become the process of lively and having personality development.In this study,The pedagogic theory,Educational psychology and Curriculum standards are the theoretical basis.In order to let "situation inquiry construction schema" to play full role in the design of teaching,the author studied the design of teaching which is used in "situation inquiry construction schema" in the seventh grade Biology of No.5 middle school of the Horqin Right Front Banner in the Xing an League.In the research,observational methods(inspecting the performance of students in the classroom)and questionnaires,literature retrieval methods,experimental research methods,case analysis methods,and statistical methods are mainly used in observational studies.The results of the study are as below:(1)In terms of students: 86.88% of the students like to attend biology class,60.65% of students preview the biology class before class,80.32% of students actively participate in the class,and 67.50% of students agree that using the “Situation Inquiry Construction Schema” teaching design can improve the interest of learning.55.73% of students believe that the use of “Situation Inquiry Construction Schema” teaching design used in the classroom can make it easier to grasp knowledge and expand knowledge.65.57% of students believe that “Situation Inquiry Construction Schema” teaching design used in the classroom can improve the students' ability of summing up their knowledge and ability of expressing.(2)In the aspect of teachers: 65.58% of teachers attach importance to the use of "situational inquiry constructing schema" instructional design in the classroom,and believe it can enable students to develop in all aspects.(3)In the practice of teaching,teachers follow the principles of science,development of students,and principles for all students and are well-informed in the application of the instructional design of “context of situational exploration”.(4)After one semester of teaching practice,the test scores of the experimental and control classes were examined.The t-results showed that the average score of the teaching design using the “context of situation exploration and construction” was 74.03,while the average score is 69.83 and was taught in the traditional teaching mode.The average score taught in the traditional teaching mode is 69.83,t = 2.460,p = 0.033.The experimental class has significantly improved over the control class.(5)Through questionnaire surveys and classroom observations,it was found that the content of the textbooks and the “situation inquiry construction schema” teaching design are well integrated,but they neglect the mutual communication between teachers and students,students and students,and teachers have some problems in organizing student activities in class.Therefore some suggestions were made during the research process.In summary,the use of "situation inquiry to construct schema" teaching design is an innovative approach to junior high school biology teaching."Situation exploration and construction schema" teaching design can promote innovation,train students' scientific thinking,improve evaluation diversity,learn from teachers and students,and make progress together.It has a positive impact on the development of education.