Research On The Application Of Main Line Situational Teaching In Biology Classroom Of Senior High School

The Curriculum Standard of Biology in General High School(2017 Edition)clearly put forward the core quality of biology,and pointed out that the core quality of biology is the value concept,necessary character and key ability of students to solve practical problems in real situation.The main line situational teaching can attract students' attention to learning,broaden students' horizons of biological knowledge.But there are also some problems in the actual implementation process,in order to give full play to the advantages of the main-line situation teaching in promoting students core biological literacy,it is necessary to study the application of the main line situational teaching in biology classroom of senior high school.In this paper,the literature research method is used to sort out the research progress of the main line situational teaching at home and abroad,clarify the research purpose and significance,and expound the relevant theories of the main line situational teaching;the questionnaire survey is used to investigate the application status of the main line situational teaching in Biology in senior high school,and summarize the main problems at present,which mainly contain that teachers do not grasp the filter of the main line situation and the implementation of the main line situational teaching.Aiming at the problems found in the questionnaire,this paper puts forward some countermeasures,and puts forward the filter of the main line situation and the implementation links of the main line situational teaching.In order to make the research more practical and has more reference value,the improved countermeasures of the main line situational teaching were carried out in Y city S middle school,carried on the teaching implementation research by the contrast experiment way.In order to test the effect of main line situational teaching,the two classes were compared from the aspects of students' academic achievement,the core quality of biology,learning initiative and classroom atmosphere through tests and classroom observation.The experimental results show that the experimental class was superior to the control class in academic achievement,the core quality of biology,learning initiative and class atmosphere.Finally,this paper carries out the outlook from the scope of teaching implementation,evaluation diversification,and sustainability of the study.