Applied Research On The Teaching Method Of Oral Biology Report In Senior Middle School

"Scientific thinking" is one of the core qualities of biology,and it is an essential character for high school students.When teachers develop students' thinking ability in teaching,they must understand the thinking process of students' learning.Otherwise,teachers will add their own subjective consciousness to the students,which will not reflect the students'subjectivity and will not improve the students' enthusiasm for learning.Oral reporting is an important tool to reveal the thinking process.However,the current oral reporting method only provides oral reports on the materials provided by researchers,and is limited to small sample studies,which is limited in research objects and research contents.In the process of high school biology teaching,the oral report teaching method is used,and the oral problem reporting method is used to analyze the students'thinking obstacles in biological problem solving and improve the teaching effect.This research uses a combination of literature,case study,experimental research,and questionnaire survey methods,based on the prototype of the oral report method and modified,so that it can be applied more widely and widely in different courses such as new lectures and exercises.In the teaching process,more students are involved in the classroom,paying attention to the student's learning process.This study introduces the students'and teachers'respective tasks in different types of classes and the methods of recording and evaluating the application of oral reporting methods.Combining the characteristics of oral reporting methods with the cognitive characteristics and thinking characteristics of high school students,this paper analyzes the teaching methods of oral report teaching.Using the influence of students'biological learning interest,teaching effects and students' thinking obstacles,the application of oral report method in high school biology teaching has been deeply studied.Through practice,the following conclusions are drawn:(1)The oral report teaching method can be applied to the new lectures and exercises in high school biology.In the new lectures,the oral report teaching method can be used in the review link and the inductive summary link,and the application effect of the review link is more obvious.The application in the exercise class can weaken the influence of various problem-solving obstacles.(2)The types of thinking obstacles in high school students'biological problem solving include:lack of knowledge reserve,low degree of knowledge structure;influence of pre-scientific concepts,interference of similar concepts;influence of mindset;influence of students'self-efficacy;Target deficit disorder.The application of oral report teaching method weakens the influence of these obstacles on students'problem-solving thinking.(3)Oral report teaching method should follow the following principles in high school biology teaching:the principle of student subjectivity;the principle of teaching students in accordance with their aptitude;the principle of pre-planning;the principle of pertinence;the principle of fairness;the principle of encouragement.(4)The application of oral report teaching method has played a more active role in the teaching of high school biology:it can improve students' biological learning interest,increase students' mastery of knowledge and improve teaching effect.It can be seen that the oral report teaching method has practical value in high school biology teaching and has a positive effect on improving teaching level and teaching effect.