Study On The Application Of Biological Self-made Learning Tools In High School Under The New Textbook Background

Since the promulgation of the new curriculum standards in 2017,in order to better serve the basic concept of the new curriculum standards,the biology textbooks for high school in 2019 are also innovated.The new curriculum standard and new textbooks advocate "teaching process emphasizes practice",which means that teachers should pay more attention to the cultivation of students’ ability in practice.By designing and making tools,teachers and students can not only stimulate students’ interest in biology learning,but also improve their learning behavior and academic performance.It can also enhance teachers’ own professional quality and scientific research ability.This paper firstly sorted out and analyzed the current research status of home-made learning tools at home and abroad through literature analysis,summarized the theoretical basis,concept and characteristics of home-made learning tools,and sorted out the application methods and existing problems of home-made learning tools in biology teaching.Secondly,the interview method was used to interview the current situation of high school biology teachers’ application of self-made learning tools to understand the attitude and understanding of teachers on self-made learning tools,as well as the advantages and disadvantages of self-made learning tools.In addition,through the questionnaire survey method to understand the current situation of students’ application of self-made learning tools(biology class,the situation of accepting the teaching of self-made learning tools and the attitude and understanding of making learning tools).The interviews with teachers show that most teachers hold a positive attitude towards self-made teaching tools,but they do not often use self-made teaching tools for reasons such as money,time and teaching content.The student survey shows that most students agree the advantages of self-made teaching tools and look forward to self-made teaching tools.According to the investigation results,the author carried out the practice teaching of self-made learning tools in high school biology teaching,and developed several self-made learning tools suitable for the teaching content of the new teaching materials.In the control class,the author adopted the teaching method and group cooperative learning method in the case of multimedia assisted teaching,while in the experimental class,the author used self-made learning tools to teach on this basis.After practice teaching,it is found that the experimental class is significantly higher than the control class in learning behavior,learning interest and achievement.Finally,the author summarizes the problems existing in the research of this paper and puts forward the teaching strategies of self-made learning tools.In this paper,the conclusions of the study are as follows:(1)Self-made learning tools can enhance students’ interest in learning(2)Self-made learning AIDS can improve students’ learning behavior(3)Self-made learning AIDS can improve students’ academic performance.