A Study On The Effectiveness Of "1-2-6" Autonomous Classroom Teaching Model In Junior Middle School Biology Classroom Teaching

The "1-2-6" Autonomous Classroom Teaching Model proposed by this research is a teaching model that combines the school's academic conditions and conforms to the recent new curriculum reform concepts.The "1-2-6" Autonomous Classroom Teaching Model: "1" refers to one study plan: the study plan runs through the whole class;"2" refers to the formation of two abilities: students' self-learning ability and students' cooperative inquiry ability;"6" refers to the six classroom teaching elements:self-learning,cooperative inquiry,Students' presentation and communication,intensive teaching,detection and evaluation,consolidation and expansion.From the perspective of students,this model emphasizes the cultivation of students' ability,which fully reflects the main status of students and the guiding role of teachers.And it is consistent with the learning philosophy of cultivating students' biological literacy proposed by the new curriculum standard as well.Therefore,it is of great significance to study the application of "1-2-6" Autonomous Classroom Teaching Model in junior high school biology teaching.During this research period,the author conducted a one-year junior high school biology teaching experiment using the "1-2-6" Autonomous Classroom Teaching Model.The selected experimental objects are students from Class 1 to Class 4 of the seventh grade in No.108 Middle School Urumqi and all the four classes are ordinary classes.There are 110 students in Class 1 and 2,109 students in Class 3 and 4.Among them,classes 1 and 2 are taught by using the "126" Autonomous Classroom Teaching Model,and classes 3 and 4 are taught by using the traditional teaching model.After the implementation of the "1-2-6" Autonomous Classroom Teaching Model,the school teachers and students evaluated this teaching model by organizing the listening and evaluation activities of teachers of the school's biology department,the questionnaire survey of students in the experimental class,and interviews with teachers and students.Methods of literature research,interview,questionnaire survey,performance analysis and action research were adopted.From the perspective of teachers,the six teachers and the vice-principal of teaching who participated in the listening and evaluation courses and interviews agreed that after using the tutorial program,the teacher's leading role and the student's subjectivity are fully reflected.The students are actively participating in group activities and independent learning and cooperation.Inquiry and other aspects have also made significant progress,to a certain extent,reflecting the role of the tutorial program in classroom teaching.From the perspective of students,through interviews,most students indicated that they have changed to varying degrees after the "1-2-6" Autonomous Classroom Teaching Model to study.Some students feel that learning after using the "1-2-6" Autonomous Classroom Teaching Model is much easier and can more accurately grasp the important knowledge points of the textbook Some students feel that biology learning has become more vivid and interesting,and some students have changed their learning attitudes,gradually daring to show themselves in the classroom.The questionnaire survey method was used to test the pre-test and post-test of the students' interest,self-learning and cooperative learning of the students in the 2 classes of the seventh grade.The results showed that the number of student's chi-square test was significantly different between the pre-test and the post-test,Which shows that students' interest in learning,self-learning ability,and cooperation awareness have been significantly improved.The students were tested before and after the biology test scores,and the results were statistically analyzed.It was found that the average score,pass rate and excellent rate of the students' post-test scores were higher than those of the previous test scores;The t test showed that improving the teaching mode had a significant effect on improving students' academic performance.To sum up,the advantages of using the "1-2-6" autonomous classroom teaching model in junior high school biology classrooms are mainly reflected in: For students,the students' learning interest,autonomous learning,and cooperative inquiry ability have improved significantly,academic performance and classroom teaching quality Both have improved.It is conducive to improving students' biological science literacy and students' all-round development.For teachers,it is easier to obtain classroom feedback;it reduces the teaching pressure of teachers in the classroom and improves teachers' professional happiness.The limitations of using the "1-2-6" autonomous classroom teaching model in junior high school biology are mainly reflected in the fact that some students' participation in cooperative inquiry learning is not high;students with stronger abilities are more able to adapt to this model of teaching;"1-2-6" autonomous classroom teaching model is not applicable to all biology teaching content.In response to the above problems,the author finally puts forward a few suggestions:pay attention to the differences of students' personality,implement the cooperation between the family and the school;when setting up classroom questions,consider the average level of the students,and prefer the basic knowledge part;according to the knowledge attributes of biology,flexible Adjust the learning mode,etc.