| Tianjin's deepening reform of the admissions system has enabled students to complete all the required parts of the six graded subjects in the first year of high school,so for ordinary high schools in Tianjin,the original plan to start learning biology in the second year of high school needs to be changed to the first year of learning biology ? Due to differences in cognitive level,knowledge experience,and the ability to understand and apply knowledge,students will inevitably encounter difficulties in learning when they are new students.The use of the compulsory one for high school biology in the human education version of2019 makes high school teachers also encounter difficulties in teaching design,content layout,teaching method selection,and academic analysis.Effectively breaking through the teaching difficulty of biology module of compulsory one,it can increase the fun and sense of achievement of students in learning biology,and shape the core literacy of students.The purpose of this study is to use Tianjin as an example to apply the new version of the human education version of Biological compulsory one,to investigate the intellectual difficulties of students and teachers in the compulsory one teaching,and the reasons for the difficulties,and to propose teaching strategies based on the causes of the difficulties.The purpose is to enrich the theoretical research of teaching difficulties,provide a method reference for teachers to find difficulties,and provide strategic suggestions for teachers to break through difficulties in teaching.This article uses student questionnaire data to calculate the top ten difficulties in compulsory one student identification with statistical difficulty,and uses SPSS to conduct independent sample t-tests to analyze the differences in gender identification of difficult points.The results show that there is basically no difference in identification of difficult points by different genders.Based on teacher questionnaire data and statistical difficulty values,the top ten difficulties identified by teachers are obtained,and the similarities and differences between students and teachers are analyzed.Next,based on the student questionnaire,teacher questionnaire,and teacher interviews,the reasons for the difficulties are summarized in the following four aspects.The first is the reason for knowledge,including(1)the knowledge is complex and confusing,(2)micro and abstract knowledge is difficult to perceive,and(3)the comprehensive knowledge is difficult to understand.The second is the reasons for the students,including(1)insufficient knowledge reserve before class,(2)insufficient time for subject investment,(3)lack of learning methods,and(4)poor concentration of learning.The third reason is the curriculum,including(1)less scheduled hours,(2)more course subjects,and a larger academic burden.Fourth,teachers' reasons include(1)the teaching ideas and concepts have not been completely changed,(2)the teaching methods and strategies cannot be used skillfully,and(3)the teaching tasks are heavy.Propose targeted breakthrough strategies based on the causes of difficulties:(1)category clever,drawing mind maps to solve a wide range of knowledge;(2)solve the abstraction of knowledge by intuition and connection with social life;(3)promote integration and popularization of cross-knowledge to solve knowledge synthesis;(4)prepare the situation of students,do pre-class review to solve the lack of knowledge reserve;(5)create situations and set aside time for digestion to resolve insufficient time investment;(6)establish concepts and train scientific thinking to solve the lack of learning methods;(7)appropriate evaluation and participation in cooperative exploration to resolve weak concentration;(8)instructional design course content is small and refined to solve less hours and more subjects;(9)teachers update their ideas,accumulate experience,and keep reflecting.Finally,according to the targeted teaching strategies,four teaching difficulties are designed. |
PDF Full Text Request