Research On The Application Of Task Driven Strategy In Biology Teaching In Senior Middle School

Since the new curriculum reform,there are many kinds of research and application of biology teaching strategies in senior high school.Among them,task-driven strategy has attracted the attention of most teachers.This teaching strategy can solve the problems existing in learning,break the shortcomings of traditional teaching class,and provide students with more independent learning opportunities by means of teaching activities.Therefore,the teaching design under the guidance of the teaching strategy accords with the new curriculum concept advocated by our country.The purpose of this study is to explore the design and implementation process of the strategy under the guidance of task-driven strategy.It is expected that middle school biology teachers can provide some references for teaching under the guidance of task-driven strategies and demonstrate the effectiveness of the teaching strategies.In this paper,the concept,characteristics,basic principles and relevant theories of task-driven teaching strategies are sorted out through the early theoretical accumulation,and the task-driven teaching strategies are recognized.Secondly,through the investigation of the present teaching situation,the problems in biology teaching in senior high school are found and the task-driven teaching strategy is put forward in the light of the existing problems.Combining with instructional design theory,constructivism learning theory and situational cognitive learning theory,this paper puts forward the task-driven teaching design of biology teaching in senior high school and communicates with teachers.Modify the teaching design and apply it to the actual teaching.The basic knowledge and learning interest of the first grade students in the third middle school of Urumqi were tested before teaching,and the students were tested after carrying out the teaching cases under the guidance of the task-driven strategy,at the same time,the data before and after the test were analyzed.Prove its validity.The results show that the learning attitude of the students in the pre-experiment stage is similar to that of the students in the Senior one(1)class which implements the case of task-driven teaching and the students who fail to implement the task-driven teaching,and the level of basic knowledge is basically similar.After implementing task-driven teaching,the unit test scores of the two classes were compared and analyzed,including the test scores and the final examination results.The scores of the students in Senior one(1)class were significantly higher than those in class(2)without the implementation of task-driven teaching cases.This shows that task-driven teaching strategies are effective in improving students' learning achievement,changing their learning attitude and improving their learning initiative.