The Theory And Practice Of Role-playing In Junior High School Biology

The pace of curriculum reform has promoted the development and change of education and teaching.With the progress of the new curriculum reform,the phenomenon is getting more and more attention,which the problem of students'ownership in junior high school biology teaching in our country is not strong,the teaching of biology is "heavy knowledge" and "light practice",and the problem of"remembering" is more important than“applying" for students' learning.So practical teaching has gradually become the mainstream of classroom teaching.In this study,the eighth grade "biology" teaching material is used as an example.The junior secondary biology teachers and classmates of the Binhe School of Xi'an is the subject of investigation and experiment,and a junior middle school biological role-playing method was carried out about theoretical and practical research.Through the literature research and interview,the research status of the role-playing method and the application status in the experimental school was deeply understood.Then,it combs the teaching contents suitable for the role-playing method of teaching,sums up the types used in the classroom,the characteristics of the teaching content,and the design principles of the classroom.Finally,in the process of class practice,the basic process of creating the role-playing script is constructed,and four strategies for script writing are proposed.The teaching cases developed were applied to teaching experiments in practice.Classroom observation and teaching experiment has been used to compare the role-playing method in the classroom with the traditional classroom and to explore the role of role-playing method in the promotion of biology teaching.The results of the research are as follows:the first,There are three types of role-playing in junior high school biology classes:individuals playing a role,a group playing a role,and multiple groups playing a role;the second,teaching content has five features:vividness,abstractness,experientiality,interactivity and imitation,role-playing methods are not universal,and teaching contents with the above characteristics are more suitable for this teaching method;the third,the classroom should follow the following principles when designing:difficulty is suitable,short and refined,rich in context,open and interactive,teacher guidance,student-led,structured design,and close to student life;the fourth,constructing a role-playing script basic processes:Selected teaching contents-Set up inquiry questions strings-Concatenation question strings-Screening materials-Run external situational data-Test effectiveness-Corrections and improvements to script creations;the fifth,proposing script writing strategies:creating scripts based on rich video resources,creating scripts based on the history of life sciences,creating scripts based on textbook resources,and creating scripts based on physical objects or models.In practice teaching,students have a high degree of identity in the role of the role of imitation and play in the classroom,and other biological teachers in the same grade also give a positive and positive evaluation.Therefore,it is concluded that the use of role-playing method in the classroom is conducive to an active classroom atmosphere,motivating students' learning motivation,and improving the efficiency of students' classrooms.Role-playing method teaching is a valuable feature of junior biology of teaching attempt.