| The 2017 edition of “Biology Curriculum Standards for Senior High Schools”（hereinafter referred to as “Standards”）pointed out that teachers should aim at implementing core literacy in the teaching process,the teaching content should be centered on large concepts,and students should take the initiative to participate in the teaching process.Thus,the important position of concept teaching can be seen,at the same time,it also puts more emphasis on the penetration of the subject core quality in the teaching process.The participatory learning in the BOPPPS teaching mode not only emphasizes that teachers should return the classroom to students,but also emphasizes that students should actively participate in the process of knowledge construction.Moreover,many concepts of biology in high school are abstract and microscopic,which is difficult for students to understand.Therefore,under the guidance of the “standards”,teachers can use the construction model to guide students to participate in the classroom and learn to construct concepts.Based on this,this study applies BOPPPS teaching mode to high school biology concept teaching,and discusses the effect of BOPPPS teaching mode on students subject core literacy,in order to provide some reference for high school biology concept teaching.This study mainly used the questionnaire survey method,interview method and practical research method,and randomly selected 90 high school biology teachers from 15 schools in Zunyi City as the research objects,through the investigation to understand the current implementation status of concept teaching in high school biology class.At the same time,class 21 and class 22 of Zunyi Aerospace Senior High School are selected as the teaching practice classes,which class 21 is experimental class,class 22 is control class,the experimental class and the control class respectively adopt the BOPPPS teaching mode for concept teaching and conventional teaching.After the practice,the scores of "Structure and function view","material and energy view ","model and modeling" and biological achievement of the two classes before and after the practice are measured and analyzed to explore the influence of BOPPPS teaching mode on the above aspects of students in high school biology classroom.The results of interviews and questionnaires show that the current biology front-line teachers in senior high schools in Zunyi believe that concept teaching is very important,77.78% of teachers understand concept teaching through teaching and research activities,but they lack awareness of their relevant knowledge and“standards”,which is reflected in that only 20.00% of teachers know the distribution of large concepts in “standards”,and only 33.33% of teachers can master the concepts,principles and methods of concept teaching.At the same time,through the survey,it is found that the current implementation of teachers classroom concept teaching is not good,56.11% of teachers teach concepts directly,and 76.67% of teachers arrange the concept consolidation link in classroom teaching still stays at the level of memory and understanding.Moreover,the way of detecting the effect of concept teaching is single,more than 75.00% of teachers use homework or classroom feedback as the main basis for judging the teaching effect.In terms of influencing factors of concept teaching,74.44% of teachers believe that the main reason is that biological concepts are abstract,numerous and different from students.After the end of the teaching practice,the independent sample T test was carried out on the life concept,scientific thinking and biological scores of the two classes before and after the practice,the results showed that the BOPPPS teaching mode in the classroom teaching makes the life concept of "structure and function view" and "material and energy view" and biological scores of the two classes of students appeared extremely significant differences,but there was no significant difference in the scientific thinking of the "model and modeling".At the same time,after teaching practice,compared with the pre-test,through paired sample T test,students in the experimental class showed significant differences in "material and energy view",and extremely significant differences in "model and modeling" and biological scores,but there was no significant difference in "structure and function view".To sum up,BOPPPS teaching mode is used to guide the concept teaching of high school biology,although it does not achieve the best teaching effect in a short period of time,it can be seen from the research results that this model is an effective teaching model that is conducive to the implementation of the core literacy of the discipline and the improvement of students performance.Therefore,the application of BOPPPS in the teaching of biology in senior high school is conducive to the implementation of the basic concept of the curriculum. |
