Research On The Status Quo Of Teaching Language Of High School Biology Teachers And Improvement Strategies

With the reform of high school college entrance examination and biology curriculum reform,training and improving students ’core knowledge of biology has become the main goal of high school biology education.Therefore,it is very important to analyze the current situation of biology teachers ’teaching language and put forward the relevant promotion strategies according to the current situation.Classroom teaching language is not only a learning,but also an art.It is a carrier for teachers to transmit knowledge to students in the classroom,and it is the reproduction of the basic skills of teachers’ education and teaching levels.For the same course,some teachers can use smooth language to connect each procesures naturally,leading students to explore it and silently stimulate children’s internal motivation;However,some teachers have a boring language and the teaching process is stiff.No matter how the teaching means and the teaching methods are changed,and how advanced the educational technology is,it is up to the language to transmit everything.Therefore,the teachers’ teaching language is directly related to the success or failure of his teaching.This article which takes the biology teachers and students of a high school in H County of Liaoning Province as the research object,based on the current biology textbooks of high school published by People’s Education Press,the present situation of teachers’ teaching language use in this school is analyzed by using the three research methods: literature,questionnaire and observation.Through questionnaires and classroom recordings,this paper observes the use of teaching language in new lectures and exercises.In addition,it also analyses the reasons and puts forward strategies to solve the problems.The first chapter of this study is the introduction.The main contents include the basis,significance,contents and methods of the research.The second chapter includes the definition of the concept of new teachers,key teachers,and old teachers and an overview of domestic and foreign studies.The third chapter summarizes the compilation of survey tools,including teachers,students questionnaire and high school biology teachers’ teaching language observation scale preparation.The fourth chapter uses the questionnaires to study the current situation of the biology classroom teaching language in H county high school from the perspective of students and teachers.The fifth chapter carries on the practice research,and it first explains the observation object selection,the observation scale application.Then it carries out the statistic and the analysis of the data,and compares the conspicuousness of the differences between the new teaching lessons and the exercise classes of teachers’ teaching language application and analyzes the reasons of the existing problems.Chapter VI proposes feasible solutions to existing problems.ChapterⅦ is the conclusion,including the summary of the research problems,the unknown aspects of the research process and an outlook for the future.