Research On The Application Of Mainline Situational Teaching In Middle School Biology Classroom

The Biology Curriculum Standards for Compulsory Education(2022 Edition)has undergone significant changes in terms of curriculum structure,content,philosophy,and goals.In terms of curriculum content,situational materials are provided,and teachers are encouraged to go beyond the limitations of the textbook and fully utilize resources beyond it.Teachers are also encouraged to create coherent,holistic,and progressive situations that facilitate the development of students’ ability to condense their conceptual systems.The main line situational teaching emphasizes the interconnection between situations,utilizing a single main line situation to progress teaching,resulting in teaching objectives,process,and content that are unified,continuous,and systematic.It is an effective solution to the problems of fragmented,segmented,and ineffective teaching that arise in high school biology situational teaching.Based on the feasibility analysis of main line situational teaching in middle school biology,the author of this paper proposes design principles,methods,and strategies for main line situational teaching.This provides a foundation for the application of main line situational teaching in middle school biology classrooms.Firstly,through literature review,the domestic and international research progress on main line situational teaching is summarized,and it is found to enhance students’ classroom participation and efficiency.However,specific guidance is lacking.Through teacher interviews and student questionnaires,it is discovered that main line situational teaching is seldom used in middle school biology daily teaching.Nevertheless,this teaching method is frequently used in open classes and is believed to improve students’ motivation.Four principles,methods,and strategies for designing main line situational teaching are proposed,and three teaching cases linked by "scaffolding","analytical",and "progressive" connections is used.Content from Unit 3 of the first volume of the Su Ke series in grade 7 is selected,and"the discovery process of plant photosynthesis","obesity","the design of paddy field ecosystem",and"COPD respiratory system disease" is used as main line situations and put into practice.Finally,experiments are conducted in two classes with similar knowledge levels.The results demonstrate that the experimental class implementing main line situational teaching helps to enhance students’ classroom participation and academic performance,and higher satisfaction with the biology classroom is expressed by students in the experimental class.This shows that main line situational teaching can effectively solve the problem of poor teaching effectiveness caused by situational fragmentation and segmentation,improve the quality of classroom teaching,and have a positive impact on the cultivation of students’ core competencies.To sum up,the main line situational teaching approach prioritizes students as the primary focus,while emphasizing the teacher’s role as the main guide.It integrates and utilizes resources beyond the standard textbook materials,thus allowing for the expression of the teacher’s creativity and encouraging students’ enthusiasm for learning.This research is based on both theoretical foundations and practical applications,providing a valuable reference for the implementation of main line situational teaching in middle school biology classrooms.