Practice Research Of Heterogeneous Stratified Teaching Of Biology In High School

The fundamental task of education is to produce well-rounded human beings.Heterogeneous teaching is based on the integration of heterogeneous elements in the classroom,and students cultivate scientific thinking,social responsibility and form a concept of life through scientific inquiry under the guidance of teachers,so as to promote the full and comprehensive development of students themselves.In view of the heterogeneity of students,this study attempts to implement heterogeneity teaching in high school biology classrooms,and initially achieves the following results:1.Heterogeneous teaching is implemented and carried out in a hierarchical form,based on interviews with biology teachers in the practice school and heterogeneity analysis of the trainee school and the students taught.2.Based on the investigation of the heterogeneity of students’ biological learning interest,learning ability and academic performance,the idea and method of hierarchical heterogeneity of multiple（students,teaching objectives,teaching methods,teaching evaluation and after-class tutoring）of experimental classes are innovatively proposed.Among them,the heterogeneity stratification of students is mainly based on learning interest and ability,supplemented by grades,and has a certain degree of innovation.3.In accordance with the teaching idea of multiple heterogeneity stratification,the implementation of four teaching case studies of high school biology "Protein-The Main Bearer of Life Activities","Organelle-System Division of Labor Cooperation","Flow Mosaic Model of Biofilm" and "Cell Energy " Currency "-ATP" has been carried out in the experimental class,and on the basis of the stratification of teaching objectives,the hierarchical situation of heterogeneity of students has been designed and implemented in detail from the introduction,teaching content,summary and exercise consolidation,and the implementation effect of each case has been summarized in a timely manner.Reflection,dynamic adjustments were made to the level of heterogeneity of students.4.After the experimental study,it was found that the students in the control class and the experimental class had significant differences in their biological learning interest,learning ability and academic performance（P<0.01）or significant（P<0.05）,and the learning interest,learning ability and academic performance of the students in the experimental class were significantly improved.This study showed that heterogeneous teaching in high school biology classrooms yields fruitful results.I hope that this article can provide teaching clues and help for teachers.