Research On The Strategies And Application Of High School Biology Classroom Answering Strategies

Responsing is the teacher’s response and treatment to the students’answers.It is not only a kind of teaching behavior,but also a kind of evaluation method.It belongs to the third link of the famous IRE mode of classroom communication("start-response-evaluation"),that is,"evaluation",that is,"teachers make evaluation by praising students or correcting their answers".The research on the strategy and application of high school biology classroom response is in response to the 2017 edition of"Biology Curriculum Standards for Ordinary High Schools".The teaching and evaluation suggestions will be implemented in the classroom,promote the development of evaluation,encourage students to think in many ways,and accurately understand the subject content.In addition,as the third link of classroom communication,Reasoning and Answering can transform the dull but knowledgeable classroom into meaningful teaching events,highlight the role of teachers as organizers,guiders and collaborators of students’learning,and show the basic characteristics of the unity of flexibility and scientificity of biology disciplines.Therefore,it is also the digestion and absorption of the 2017 edition of Biology Curriculum Standards for Senior High Schools.Based on this,this paper chooses"the strategy and Application Research of high school biology classroom reasoning"as the research content.This paper uses literature,comparative research,investigation,classroom observation and action research to study the types,characteristics,problems and attributions of classroom reasoning in high school biology,in order to construct the strategies of classroom reasoning in high school biology.During the practice period,the strategy was applied to teaching practice to explore its effectiveness and questions,and a micro-case library for senior high school biology classroom answering was made.The research is as follows:The types of reasoning and answering in high school biology classroom include diagnostic reasoning and answering,motivational reasoning and directional reasoning and developmental reasoning.Diagnostic Reason Answer includes affirmative Reason Answer and negative Reason Answer.Affirmative Reason Answer is divided into simple affirmation,repetition and elevation type affirmation.Negative Reason Answer is divided into simple negation and guiding negation;Directive Reason Answer is divided into proxy,quotation and induction;Developmental Reason Answer is divided into questioning,inquiry and counter-question.Biology is a science that studies life phenomena and laws of life activities.Learning and understanding of life phenomena runs through three compulsory courses and two optional courses in high school biology.Therefore,high school biology classroom teaching is flexible and exploratory.Biology is a kind of natural science.Teachers should pay attention to the relationship between subject knowledge and real life when organizing students’ discussions,and be familiar with some aspects of life.Detailed"pseudo-scientific knowledge"can distinguish the true from the false,and advocate the cultivation of students’critical spirit.Teachers should first be critical in the way and language of classroom reasoning.The main problems in senior high school biology teachers’reasoning and answering are teachers’ insufficient understanding of reasoning and answering,the simplification of reasoning and answering methods,the stylization of language,excessive pursuit of expected answers and the overall absence of non-reasoning and answering languages.Attribution is mainly due to the lack of learning of educational theory.In addition,schools have not included the scope of teachers’reasoning in the scope of evaluation.Teachers’ knowledge structure is not sufficient.Teachers’presupposition before class is more"self-oriented",and they do not reflect on non-verbal reasoning.The strategies of constructing biology classroom teaching in senior high school include advocating"meta-teaching"practice,implementing developmental evaluation,fully presupposing before class,dealing with the situation in class skillfully,carrying out reasoning and answering practice,and doing well in class training.The practice of"meta-teaching" includes strengthening the thinking of"teaching dialogue",attaching importance to"evaluation for development"and advocating the practice of"meta-teaching";fully presupposing before class,skillfully dealing with the situation in class,including presupposing three-stage teaching objectives,presupposing questions and presupposing the"latest development zone"of students;carrying out the practice of reasoning and answering,and doing well the training in class,including listening to expert teachers’courses and learning reasoning and answering.Language,listen to students’answers,guide students to think,replace non-professional answer language,and balance the type of answer.Before and after the experiment,the students’ academic performance did not improve significantly.But the experimental group students’conceptual map test scores have been significantly improved.It can be seen that this strategy can indirectly improve the students’ ability of knowledge summary,induction and construction.Through classroom observation and"the most beautiful notebook"activity evaluation,it can be seen that the experimental group students’interest in learning has been significantly improved,but some students said that after the application of this strategy,teachers ignored the explanation of exercises and reduced classroom effectiveness.Rate.By creating a miniature case base and landing theory,this research can be used for reference by front-line teachers and researchers in exploring the theory and practice of reasoning and answering.