Study On The Biology Class Examples Of Junior Middle Schools Based On "N Section·Four Ring·Five Stars" Project Teaching

With the introduction of the core literacy of the subject,the traditional teaching model can no longer fully meet the requirements of the development of core literacy of Chinese students.Actively exploring new teaching models is a hot topic in the current education and teaching reform research.The construction and practice of the projectoriented teaching model of "N-segment·Fourth Ring·Five-Star" is a good example.This article is based on the "N Section·Four Ring·Five Stars" project-based teaching to carry out the junior middle school biology lesson case study.First of all,using the literature analysis method,the relevant theoretical basis of "N-section·four-ring·five-star" project teaching was sorted out,and the related concepts of "N-section·four-ring·five-star" project teaching and its formation process were summarized..Then,using the classroom observation method,we focused on collecting typical junior high school biology lesson examples taught by three front-line teachers,using the lesson example analysis method,and using the "N Section·Four Ring·Five Stars" project-based teaching and other related theories as tools,A detailed analysis of the three selected junior high school biology teaching examples is divided into "N segments","four-ring" design,and "five-star" evaluation,and the following conclusions are reached:(1)The teacher’s N-segment division of teaching content can show the entire teaching link,and ensure the smoothness and relevance of the connection between the projects.(2)Teachers can grasp the general laws of teaching and take into account the four aspects of "learning-thinking-acting-saving",but the main focus of teaching stays on the students’ "learning-thinking-acting".(3)The whole process of teacher’s classroom teaching can reflect the requirements of "five-star".There are various types of situation creation,but the physical situation,experimental situation and activity situation that are closely related to biology are rarely used.Cooperation and exchanges are dominated by teacher-student exchanges,while student-student exchanges are at a disadvantage.The teacher’s evaluation language is too modular,singular,and not pertinent.Finally,this article puts forward relevant opinions and suggestions for readers’ reference in response to some problems in junior middle school biology classroom teaching.