Research On The Practice Of Biological Imaginative Teaching In Senior High School Based On Student Participation

In recent years,the cultivation of students’ imagination receives much attention,and students’ active participation in the classroom is also an important direction of the national basic education curriculum reform.People can acquire knowledge through imagination,and use it as a tool to explain theoretical problems and solve practical problems.In the teaching activities with students building new knowledge as the main body,it is feasible to implement imagination teaching to intentionally guide students to experience imaginary psychological activities and inner spiritual activities,so that students can obtain the knowledge content that teachers expect.When imagination is a kind of mental ability that cannot be observed by naked eyes,this mental ability can make students’ cognition or emotion participate in the classroom,and the products of imagination may also be manifested in various ways,making students participate in the classroom in an explicit way.Theoretically speaking,imaginative activities can promote students’ participation.Imagination also plays an important role in biology classroom.This study first summarizes the methods of implementing imagination teaching in biology classroom by reading literature,then discusses the relationship between imagination teaching and student participation in biology from the actual education and teaching work,and puts forward some implementation suggestions to improve students’ classroom participation by imagination teaching,so as to provide teaching suggestions for biology teachers and promote the development of education in China.This paper mainly adopts the methods of literature research,questionnaire survey and interview to study.Taking three classes of Grade Two in Nanning No.4 Middle School as the research object,this paper designs a questionnaire for students’ participation in senior high school biology,and compiles an interview outline for teachers,so as to understand the students’ participation before the implementation of imagination teaching,the understanding of students’ imagination by senior high school biology teachers and the implementation status of imagination teaching.Based on this,the specific plan for implementing imagination teaching is determined,and imagination teaching is implemented as planned in the follow-up research.After the implementation of imagination teaching for one semester,the questionnaire on students’ participation in senior high school biology is distributed again,and the data before the implementation of imagination teaching are compared and analyzed.At the same time,the experienced teachers who listened to the author’s biology class are interviewed to understand the implementation effect of imagination teaching and draw corresponding research conclusions.Before the implementation of imagination teaching,it is found through questionnaire survey that students’ participation in biology learning is relatively low in general,and the main problems are concentrated in three aspects.First,students don’t concentrate in class and don’t delve into the exercises after class;Second,students lack deep thinking about biological knowledge and rely on teachers to solve problems;Third,biology learning can’t make students feel satisfied and happy.They are generally anxious about the results of biology subjects,and high-intensity learning makes them tired of coping with the complicated knowledge of biology and have no intention to enjoy the joy of the learning process.In addition,through interviews with teachers,we can also find that among the biology teachers,they generally agree with the important role of imagination,and have realized the current situation that the imagination of high school students is relatively scarce.However,when it comes to guiding students’ imaginative activities in actual teaching to promote teaching and students’ learning,quite a few teachers say that they don’t know how to design teaching activities to arouse students’ imaginative activities.After the implementation of imagination teaching,students’ participation in biology learning was investigated by questionnaire again.Compared with the data before the implementation of imagination teaching,it was found that the average value of the dimension of concentration in class increased obviously,and the proportion of students who chose the options of "very agree" and "agree" increased obviously.In terms of cognitive participation,the average value of deep-level cognitive participation is obviously improved,and the proportion of people with "very agree" and "agree" options is obviously increased.The degree of shallow-level cognitive participation and dependence on teachers is not much different from the data before.In terms of emotional participation,the average value of students’ sense of fun has increased significantly,but the data of anxiety,success and boredom have not changed much,and students’ sense of anxiety has even improved slightly.Based on the comparison of the above data,we can draw a conclusion that imagination teaching can effectively improve students’ participation,which is mainly reflected in the improvement of students’ classroom attention,students’ tendency to learn biological knowledge in depth,and students’ pleasure in learning biological knowledge.At the same time,based on the practice of biological imagination teaching in senior high school,the suggestions for the implementation of imagination teaching to teachers are as follows: firstly,paying attention to stimulating students’ imagination in the classroom;secondly,implementing imagination teaching in various forms;thirdly,guiding students to visualize imaginary products;and finally,paying attention to accumulating materials that can arouse students’ imagination in textbooks.