The Application Of The Topic-based Teaching In Junior High School Biology Experment Course

Experiments are an important way of biology learning in junior middle school.Students can not only carry out experimental verification of the theoretical knowledge that they have learned,but also introduce and learn new knowledge through experiments.The compulsory education biology curriculum standard places considerable value on the cultivation of students’ practical ability,encourages teachers to guide students to participate in experimental teaching through various channels,and cultivates students’ scientific inquiry abilities through experimental teachings.The topic-based teaching meets the requirements of the junior middle school curriculum standards and can provide students with a good experimental learning situation.Students can contact the learning content related to the experimental theme in the experimental teaching environments,which make a beneficial attempt to explore the experimental teaching mode of junior middle school.This paper started with the current situation of biological experiment teaching in junior middle school and made an in-depth analysis of the research background of topic-based teaching.The research determined the implementation path of thematic teaching and the pattern of topic-based teaching on biological experiment in junior middle school.By reading and analyzing the topic-based teaching literature,the concept of topic-based teaching,the research status and theoretical basis at home and abroad are summarized.The implementation steps and evaluation methods of topic-based teaching in junior middle school biology experiment classes are determined.A questionnaire survey was used to analyze the cognition of 300 seventh-grade students in a middle school.This paper summarized students’ cognition on topic-based teaching and their suggestions on biological experimental courses,so as to provide a basis for the implementation of topic-based teaching in junior middle school experimental courses.According to the evaluation results and students’ test scores,the differences between the experimental class and the control class are compared.The results of interviews on teachers were used to analyze the theme-based teaching in junior high school biology experiments.The effect of the implementation in the course were evaluated and then the paper proposed adjustment countermeasures according to relevant theories.Through the analysis of pre-and post-test results,the conclusion is as follows:(1)The topic-based teaching mode requires students to prepare their knowledge and skills before class.In the classroom,they are exposed to the experimental situation created by teachers through observation and analysis of biological phenomena and designing experiments to verify theoretical knowledge.Students can develop scientific inquiry ability in the process of learning.The learning can also improve students’ biological science literacy.(2)The topic-based teaching mode encourages students to display themselves,improve their communication and collaboration skills in group discussions,and stimulate creativity in the process of designing experiments.Filling in the experimental report according to the topic-based teaching requirements will promote students to understand the experimental principle in depth on the basis of the experimental operation,and meet the requirements of innovative ability training.(3)The topic-based teaching mode can promote the interaction between teachers and students,and the experimental situations created by teachers attract students’ attention.The teachers’ cooperation and guidance shorten the distance between teachers and students in such biological exploratory teaching activities.Through the application of topic-based teaching in junior middle school biology experiment classroom,this research explores the advantages of topic-based teaching compared with traditional teaching.It is expected to provide reference for the teaching of biology experiment in junior middle school through in-depth analysis and application of the topic-based teaching mode.