Research On The Application Of "Bridge Method" To Break Through The Difficulties Of Biology Teaching In Senior High School

As the new biology textbook formally put into use,and some new college entrance examination pattern,high school knowledge system further toward a more reasonable organic whole,therefore,sorted out the current o ’clock,at the beginning of high school biology teaching material knowledge will not only help each other in the implementation of the new curriculum reform,also help to implement the core literacy training.In particular,there are many difficulties in teaching and learning in high school biology teaching.How to effectively break through these difficulties is the key link in the teaching process.If teachers can skillfully design the teaching transition of new knowledge in high school by making use of the connecting point of junior and senior high school biology knowledge,it can effectively reduce the difficulty of teaching high school knowledge,and students can also recall the knowledge they have learned in the past according to the teaching situation designed by teachers,so as to consolidate their understanding of the new learning content and deepen their impression.Thesis,the bridge method refers to the design of the transition of learning new knowledge by using the connected knowledge points in the biology textbooks of junior and senior high schools in high school biology teaching.In the research process,firstly,based on the theoretical basis of constructivism,zone of proximal development and cognitive assimilation,the paper analyzes the feasibility of bridge method in breaking through the difficulties in high school biology teaching by using literature research method,and combs out the knowledge points connecting middle and high school biology with the new curriculum standard and new textbooks.Secondly,through the analysis of the biology college entrance examination questions and related literature over the years,and combined with the results of the questionnaire survey, we preliminarily determined the teaching difficulties existing in the compulsory course 1.At the same time,a questionnaire was prepared for teachers and students to investigate the application of bridging knowledge in senior high school biology teaching.The results showed that teachers did not know deeply about the bridge method and did not apply it much.Both students and teachers believed that presenting junior high school knowledge in the teaching process could promote learning.After based on the results of the preliminary questionnaire survey and the author’s own education practice experience,the author on compulsory teaching difficulty content bridge method,this paper presents the teaching strategy,including "implementation approach of constructing approach,lessons in before class,after class to deepen approach of" three links,and three teaching difficulty before,for example,display the corresponding teaching design;Finally,to test the bridge method in breakthrough required the effectiveness in teaching difficulty,the author uses the experimental approach,in the practice school selected two classes(experimental classes,and that in comparative classes)to implement a semester teaching difficulty about the differences of the teaching content,through the experimental test before and after the experiment analysis of the test twice,the results show that the experimental class twice after test scores were higher than that in comparative classes,and application in the biology teaching bridge method produced results.This research bridge method was applied to the teaching of high school biology required a teaching difficulty,can not only for the approach of teaching into a new level of research in the biological disciplines,moreover,it can not only enrich the teaching methods of high school biology,but also provide novel theoretical support for bridge teaching,and provide some new ways to create a cheerful,harmonious and positive classroom atmosphere.In actual teaching,the bridge method can make students’ learning more efficient and teachers’ teaching more interesting and flexible by activating the relevant knowledge they have learned before,thus breaking through the teaching difficulties.