Research On Application Model Of Incentive Teaching Method In High School Biology Teaching

The new curriculum reform advocates "student-oriented",and proposes that teachers should start from the actual needs of students,actively create a certain learning situation,encourage students to actively participate in learning,take the initiative to find problems,think about problems,realize the exploration of problems,and finally find solutions to problems.At the present stage of biology teaching in high schools,teachers are influenced by many factors,and the classroom teaching method is still "teacher's explanation,students' passive acceptance".Applying this teacher model to the classroom and "forcing" students to participate in the classroom,students' autonomous learning ability is insufficient,so they can passively absorb knowledge and cannot realize active construction.This not only affects the classroom teaching effect,restricts the development of students' core accomplishment in biology,but also tends to lead to students with biological learning difficulties.Incentive teaching method is a new teaching method,which aims at improving students' autonomous learning ability,actively explores ways to stimulate students' learning motivation,and plays a positive role in improving high school biology classroom teaching efficiency and transforming high school biology students with learning difficulties.Biology is a compulsory subject in high school,which takes up a high proportion in the comprehensive science of college entrance examination.Influenced by the characteristics of biological subjects,there are more students with biological learning difficulties in senior high school,and the number of them is increasing.Therefore,to innovate the biology classroom teaching mode and realize the transformation of high school biology students with learning difficulties is not only one of the main tasks of high school biology teaching,but also an effective way to achieve the teaching goal of "high school biology curriculum standards".At present,there are many researches on the status quo and transformation strategies of high school students with learning difficulties,but there are few researches on the effective application modes or teaching methods for students with learning difficulties.There is no research on the effect of incentive teaching method in the teaching of high school students with learning difficulties.Therefore,it is of great significance to study the application mode of incentive teaching method in high school biology teaching for students with learning difficulties.This paper summarizes the concept,theory and research status of "incentiveteaching method",and introduces the principles of implementing incentive teaching method in detail.Literature research,investigation,observation,experiment and action research were adopted.In addition,the survey data and experimental data were analyzed,and the changes of students' independent learning ability,biological achievement and biological learning behavior after the application of incentive teaching method in the teaching of students with learning difficulties were understood by combining with the classroom observation effect,so as to find the most effective application mode of incentive teaching method for students with learning difficulties in high school biology teaching.The research object selected in this paper is the students with difficulty in biology learning in the first and third classes of the first middle school of Sunwu County No.1Middle School.In the first semester of the 2017-2018 school year,experimental research was conducted.Through the initial examinations,16 students in the control class and 15 in the experimental class were selected as the research objects,starting from the current situation of high school biology students.In the teaching practice,the motivational teaching method is used,mainly using four motivational teaching modes,including language motivation mode,goal motivation mode,interest motivation mode and competition motivation mode.Choose the first grade of high school as a teaching case for practical teaching.The experimental results show that: the experimental class and the control class have significantly improved results for students with biological difficulties.In terms of changes in autonomous learning ability of students with learning difficulties,the experimental class is obviously better than the control class.The learning behavior of the students in the experimental class has obviously changed,the biology classroom has more initiative,and the learning goals have been better achieved.The students with learning difficulties in the experimental class are more inclined to the language motivation and interest motivation models,and only a small number of students with learning difficulties prefer the competitive incentive and target motivation models.