Research On The Application Of Main Line Situational Teaching In Biology Concept Construction Of Senior High School

With the deepening of the new curriculum reform and the rapid development of biology itself,the construction of students’ knowledge system and the formation of knowledge structure inevitably meet certain obstacles and challenges,and the cultivation of core quality of biology puts forward higher requirements for middle school biology teaching.Concept is the basic unit of biology knowledge system and an important premise for students to understand and master biology knowledge.The related concepts of biology are characterized by generality,logic,dialectics and embodiment,which make it difficult for students to learn.Meanwhile,the construction of the concepts is also conducive to applying biological knowledge to real life,explaining life phenomena and solving scientific problems encountered in life,so as to improve the quality of life and help students better adapt to the society.Therefore,how to help students clarify and construct scientific biology concept is one of the problems that teachers need to pay close attention to and solve in the current middle school biology teaching.Knowledge exists in a specific domain,concept learning is also inseparable from situational teaching.However,main line situational teaching has defects of disorganization,complexity and fragmentation,while mainline situational teaching is optimized for these problems.Therefore,this study aims to explore how to guide students to construct biological concepts,promote the formation of students’ concept of life,improve their scientific thinking and scientific inquiry ability,develop realistic and scientific attitude,cultivate the consciousness and ability of taking social responsibility,and finally implement and generate the core literacy of biology discipline.This topic mainly adopts the method of questionnaire survey and action research.Firstly,by referring to a large number of theoretical works related to concept teaching and situational teaching,this paper analyzes the current status of biology concept teaching and mainline situational teaching in senior high schools,and defines the concept construction of biology and main line situational teaching.Then,biology teachers from H and L high schools in Huanggang City,Hubei Province were selected as investigation objects to carry out the investigation on the application status of mainline situational teaching in high school biology concept construction,and the investigation results were analyzed.Based on the investigation results and the reference of relevant data,four principles of creating the main line situation are put forward,including the principle of unity of goal,the principle of logical coherence,the principle of reality inspiration,and the principle of transfer and evolution.In addition,three main situational teaching processes are proposed,including layered life case situational teaching processes,supported scientific historical materials situational teaching processes and parallel experimental activities situational teaching processes.According to the three main lines of situational teaching process,the appropriate teaching content is selected for teaching design.Taking two classes of senior one in H middle School as the research objects,conventional teaching and mainline situational teaching were respectively implemented to compare the difference of students’ academic level,the cultivation of core literacy of subjects and the evaluation of first-line teachers under the two different teaching methods.Through the research,it is found that the mainline situational teaching can help students construct the concept of biology efficiently,cultivate the core quality of the subject,improve the relationship between teachers and students effectively,and enhance students’ interest in biology learning.In short,mainline situational teaching is the booster of high school biology concept learning,and the effective integration of mainline situational teaching and conceptual construction is also the catalyst for the generation of core literacy of the subject.Finally,the author puts forward three prospects for mainline situational teaching,which are focusing on generative problems,focusing on the first page of textbook chapters and focusing on large unit teaching.