| Both the new curriculum reform and the "General Senior High School Biology Curriculum Standard(2017 Edition)" advocate that students should participate in classroom activities such as raising and solving problems,and the purpose is to promote the development of scientific thinking and lifelong learning ability.KWL(knew,want to know,learned)teaching mode is a complete model with KWL chart as the medium,which can effectively link up the review before class,the inquiry in class,and the summary after class.Using the KWL teaching model in first recitation,students brainstorm and think actively based on the knowledge they have mastered,this can cultivate students’ ability of asking questions and creativity,while improve the ability of induction and generalization.By interviewing the biology teachers of a middle school in Long-gang District of Shenzhen,this paper investigates the cognition of the KWL teaching mode and the current situation of first recitation and the actual teaching situation in first recitation.The results show that the traditional first biology recitation in high school is conservative,the phenomenon of low efficiency needs to be changed urgently to realize the efficient classroom.Most teachers are interested in the KWL teaching mode and inadvertently involve its links in actual teaching.Taking the original KWL teaching mode as the guide,this paper reconstructs the framework of the KWL mode.Moreover the paper establishes the implementation steps of the KWL mode in the first biology recitation.The steps include(1)known(K)link:import the review project,and expose to the original concept(2)want to know(W)link:encourage students to ask questions,problem driven class(3)teachers tidy up the core problem(4)want to know(W)link:teachers and students work together to overcome the typical and difficult problems(5)learned(L)link:students summary new knowledge.Then this paper shows the teaching cases after preparing the teaching for guiding students to make KWL charts,setting up study groups and integrating the contents of teaching materials to form review topics,meanwhile the specific teaching strategies of each link of this mode are put forward.Choosing senior high school students in Long-gang District,Shenzhen City to carry out teaching practice,and using questionnaire survey,indirect observation and other methods of qualitative and quantitative analysis,the paper gets students feedback information:(1)KWL teaching mode is conducive to improve the ability of students’asking questions;(2)KWL teaching mode promotes the students’ ability of induction and generalization;(3)KWL teaching mode has no obvious effect on the improvement of students’ school record.The following problems exist in summing up practice:(1)the teaching design is too idealized,the teaching time is too long,and the timeliness and effectiveness are poor;(2)The ability of middle school students to raise effective questions is weak in the W link of KWL mode;(3)In the middle and late stages of KWL teaching mode,some of the learning "plateau phenomenon" appears.The paper puts forward some targeted solutions mainly including:(1)telling students the review topic in advance,and let them make full use of their spare time to think,thus it can save classroom communication time;(2)teaching students some questioning methods and skills pertinently;(3)giving students appropriate psychological guidance or other teaching methods to help students through the "plateau period ".KWL model teaching framework and implementation steps are operable.It can promote the development of students’ thinking and the formation of their ability,it can provide reference for teachers who use and study KWL teaching mode,and provide new ideas for the teaching of front-line teachers who undertake the first biology recitation work. |
