Application Status And Research Of Bio-self-made Mould For Junior Middle School In Rural Middle School ——Taking A Middle School In Donggang City As An Example

There are many abstract contents in biology,which often need the help of molds to assist learning.However,there are not many suitable molds in actual teaching.Most front-line teachers choose to use multimedia materials instead,but the effect is not satisfactory.Therefore,this study hopes to analyze the existing problems of self-made molds by investigating the application status of self-made molds in rural middle schools,and innovate on the basis of learning from others’ self-made molds,and explore the teaching strategy of integrating self-made molds into biology classroom,so as to provide reference for biology teaching of self-made molds in rural middle schools,and thus improve students’ biological core to a greater extent.Firstly,this study uses the literature method to sort out and analyze the domestic and foreign research status of self-made molds,summarizes the theoretical basis of self-made molds,and defines related core concepts.Secondly,a questionnaire survey was conducted among some junior middle school students in Qianyang Middle School,Donggang City,in order to understand the application of self-made molds in biology teaching.The results show that teachers seldom use self-made teaching aids,and few students have tried self-made learning tools.However,students are full of expectations,and think that self-made molds are helpful to knowledge learning,hands-on ability training and interest in learning.In addition,interviews with biology teachers in our school show that teachers recognize the advantages of self-made teaching aids and affirm the positive role of students’ self-made learning tools.However,considering the reality,they are reluctant to make self-made teaching aids and seldom arrange students’ self-made learning tools in teaching.According to the survey results,the practice teaching of self-made molds in junior high school biology was carried out,and several cases of self-made molds in different teaching links were designed.In the first semester,the control group used traditional teaching methods,while the experimental group used self-made teaching aids.At the end of the semester,a questionnaire survey was conducted between the experimental group and the control group.The results show that the use of teachers’ self-made teaching aids can improve students’ interest in biology and classroom performance,but it has no effect on the enhancement of learning ability.In the second semester,after the experimental group increased the teaching of self-made learning tools,a questionnaire survey on the application effect of self-made molds was conducted again in the experimental group.The survey shows that after adding self-made learning tools,students’ interest in biology learning is high,their classroom performance is better,and their learning ability is also developed.Students have different ideas about the use time and way of self-made molds.The conclusions of this study are as follows: Self-made mold teaching can improve classroom atmosphere and increase students’ participation;Self-made mold teaching can improve students’ interest in learning and their initiative in biology learning;Self-made mold teaching has a certain positive effect on the development of students’ learning ability;Self-made mold teaching can develop students’ biological core literacy to a certain extent;Students hold different views on the use time and mode of self-made molds.Finally,it is hoped that through this research,more front-line teachers will join in the application of self-made molds,dig deep into the knowledge content of self-made molds in junior high school biology textbooks,form a corresponding system,bring self-made molds into the classroom,give full play to the advantages of self-made molds,and enable students to get all-round and full development.