Practice Research On Developing Frontier Teaching In Biology Teaching In Junior Middle School

With the change of the new curriculum reform idea of biology in middle school,the biology education circles pay more and more attention to the influence of the advanced science and technology development on the curriculum reform.The realization of educational modernization must be based on the modernization of teaching content.However,the development of science and technology is rapid and the teaching material has a certain lag.Therefore,it is necessary to supplement certain biological frontiers in the process of biology teaching in middle schools.In order to achieve the objectives of teaching and cultivation purpose.On the basis of reading the relevant literature,the study of the Biology Curriculum Standard for compulsory Education(2011)and the junior high school biology textbook published by the people's Education,the author expounded the current research situation and theoretical basis of the front teaching of biology.Then through the questionnaire survey and interview survey,the junior high school students and junior high school biology teachers as the survey object,the biology front teaching situation of schools in Sichuan and Chongqing was investigated,In order to understand the current situation and existing problems of biology front teaching in junior high school.Through student,teacher interview and questionnaire survey,it is found that: Junior high school students are very interested in the frontier study of biology,but they are passive and difficult to learn.It is hoped that teachers will introduce more frontier knowledge and carry out front-line teaching through multi-media teaching method.Most teachers are interested in the frontier knowledge of biology and think it is necessary to incorporate it into biology teaching in junior high school.But the teaching is not easy,the main difficulty is the teacher's own understanding of the cutting-edge knowledge is not deep and the course time is short.Based on the above knowledge,the author carried out the junior high school biology front teaching practice research through the experiment of nearly a semester,and the methods of questionnaire and observation were used to record and analyze theChanges in students' non-intelligence factors(mainly including learning interest,learning motivation and learning confidence)and classroom performance.The experimental results show that: There were no significant differences in biological learning interest,motivation,confidence and classroom performance between the experimental class and the control class before the experiment(P>0.05).After two months of biology front teaching,there are significant differences in biological learning interest and motivation between the experimental class and the control class(P<0.05),The experimental class performed better in the classroom,but there was no significant difference between the experimental class and the control class in biological learning confidence(P>0.05).The experimental results show that developing frontier teaching in biology teaching in Junior Middle School can promote the students' learning interest,motivation and their performance of the class to a certain extent.Finally,through investigation and practical research,the author puts forward that frontier teaching can choose teaching strategies according to the objectives of frontier teaching,teaching contents,teaching activities,students' and teachers' abilities,etc.The frontier teaching follows the teaching principles of basing on the objectives of frontier teaching and adopting a variety of methods to evaluate and respecting the differences in students' cognitive level.This paper summarizes the ways of obtaining the frontier of biology and the implementation of the frontier teaching,and puts forward some suggestions for the follow-up research,so as to provide a reference for the frontier teaching of biology in junior middle school.