Applied Research On Case Teaching Of Biology In Senior High School ——A Case Study Of Alxa X Middle School

Case teaching is an open and communicative teaching method,which combines certain theories and achieves the purpose of inspiring students’ thinking through the exchange of various information,experiences,knowledge,and viewpoints.Implementing case teaching in high school biology classes can enable students to combine theoretical knowledge with practical problems,strengthen their thinking,activate the classroom,and further stimulate their interest in biology in the process of trying to solve problems.Taking the opportunity of educational practice,the author took two parallel classes of the first grade of the Alxa X Middle School in Inner Mongolia as the research object and carried out case teaching practice with the teaching content of the high school biology courses for the first grade.Based on consulting literature and understanding the research status of case teaching at home and abroad,the author carried out the implementation design and practice research of case teaching strategies.Through interviews,this research learned about the knowledge and attitudes of case teaching and the application of case teaching in the biology course of the school and the students of the two parallel classes taught by the author.Also,the author selected three teaching cases to carry out case teaching and explore the relevant methods and analyze the effect of implementing case teaching in the biology course of high school students taught in ethnic languages.In addition,after carrying out the case teaching,the author conducted a statistical analysis of the grades of the two parallel classes,and the learning status of the students in the biology course was compared and analyzed through a questionnaire survey.The results show that:（1）Teachers had little participation in case teaching training,their familiarity with the method was not high,the construction of case databases was lagging,and the teachers rarely used the case teaching method in actual teaching.Most students liked case teaching,felt that the classroom atmosphere was active,and they could discuss and express their opinions freely in connection with the actual situation.（2）After implementing the case teaching practice,although the difference between the two classes was not significant,the average score of the experimental class was 7.6 points higher than that of the control class.（3）After implementing the case teaching practice,the students in the experimental class are more interested in biology courses and pay more attention to applying what they have learned.At the same time,the students in the experimental class can concentrate and think more diligently when encountering problems.The conclusions are as follows:（1）Teacher training in remote minority areas is not comprehensive enough,and teaching concepts are relatively lagging,but students expect an active case teaching atmosphere.（2）Case teaching can improve teaching efficiency and improve student performance.（3）Implementing case teaching can enhance students’ learning awareness,thinking ability,and ability to analyze and solve problems.Also,it can improve students’ classroom participation,activate the classroom atmosphere,and enhance students’ teamwork awareness and language expression ability.Moreover,the method could also increase students’ interest and positivity in biology courses.（4）To better implement the case teaching method in class,teachers need to have profound knowledge reserve and high classroom organization ability.