Investigation And Countermeasures Of The Current Situation Of High School Biology Classroom Teaching Time Management

The 2017 edition of the Biology Curriculum Standard for High School states that biology teaching should integrate students' life experience,problem solving,engineering design,discussion and decision making,and hands-on practice into the curriculum content.Therefore,teachers are required to ensure that students have relevant knowledge and pay attention to cultivating students' biology-related literacy within the limited classroom time.This means that front-line teachers must have a strong sense and ability of classroom time management.On the basis of consulting a large number of relevant domestic and foreign literature,this study expounded the connotation,strategies,principles of classroom time management,and its relationship with learning efficiency,and further used a questionnaire to conduct a sample survey of the current status of biological classroom time management in high schools.The student samples originated from students in two ordinary high schools in Tianjin,and the teacher samples originated from frontline biology teachers in ten ordinary high schools in Tianjin.A total of 80 teacher questionnaires and 250 student questionnaires were distributed.SPSS was used for statistical analysis of the original data.Independent sample t-test,one-way analysis of variance,and correlation and regression analysis were used.Preliminary results show that at present,high school biology teachers in our city have weak awareness of classroom time management,and do not pay enough attention to classroom time management reflection;there is no significant difference between different gender high school biology teachers in all dimensions of classroom time management(P> 0.05);Teachers of different teaching ages have significantly different dimensions of classroom time management awareness(P <0.01).Among them,the average value of classroom time management awareness among new teachers with a teaching age of 3 years is significantly lower than that of old teachers who have worked for many years.In addition,different teaching styles have significant differences in classroom time adjustment dimensions(P <0.05).Correlation and regression analysis found that teaching styles have a significant impact on the overall level of classroom time management(P <0.05).Class performance is humorous and rigorous.The overall level of classroom time management of the type-oriented,caring-sharing and creative exploration-oriented teachers decreased in turn.In terms of students,the data shows that students are still good in class time management awareness,but they are obviously inadequate in class time planning and monitoring,and studentsgenerally do not pay much attention to after-class reflection in class time management.There are no significant differences in the dimensions of classroom time management among high school students of different grades(P> 0.05),but there are significant differences in the dimensions of time management planning among students with a passion,general and aversive attitude towards biology lessons(P <0.05).Further analysis found that As students' level of love for biology courses declines,so does their ability to plan classroom time.The preliminary conclusions of this study are that there are some common problems in the classroom time management of high school biology teachers in our city: the first is insufficient planning of classroom time,the unreasonable use of classroom time,and the lack of communication and learning.Secondly,teachers of different teaching ages have significant differences in the dimension of time management awareness.In addition,teachers' teaching style is closely related to the overall level of classroom time management.On the student side,first of all,high school students have weaker time planning skills in the biology classroom.Secondly,students with different attitudes towards biology courses have significant differences in the dimension of time management planning.In summary,the main factors affecting time management in biology classrooms include teachers' time management consciousness,teaching style,learning consciousness,students' self-control ability and learning interest.This research proposes the following teaching suggestions: In terms of teachers,teachers should pay attention to the effective management of classroom time in the three links before,during,and after class.In terms of students,on the one hand,we must pay attention to cultivating students' interest in biology,on the other hand,we must pay attention to pre-class review and reflection after class.