| Teaching leading is the key to create high-efficient classrooms.Teachers can make use vivid language narration,play lively and funny pictures,tell some gripping stories or propose some heuristic problems to do teaching leading,so as to enhance students’ learning interest,help them to better understand teaching content,enlighten their thinking,and promote the enhancement on subjects’ core quality.At present,lots of scholars have studied the teaching leading strategies of high school biology but there are lacking of different teaching contents and students of different levels,about how to select teaching leading strategies,and teaching leading cases about Molecules and Cells PEP 2019.In view of it,on the grounds of sorting out relevant studies on teaching leading strategies of high school biology,this study proposed teaching leading strategies and principles,designed and constructed the teaching leading strategies and teaching case libraries about Molecules and Cells PEP 2019,and conducted the teaching practice in senior one classes.Firstly,the research status of domestic and foreign teaching introduction is introduced in detail,questionnaires and interviews were also conducted on students from 6 Classes of Anshun No.1 Senior High School in 2024,Guizhou Province,and some first-line biology teachers of Anshun.The results show that both students and teachers clearly know the importance of teaching introduction to the classroom,but the strategy used is single,students have aesthetic fatigue,learning interest and learning efficiency are greatly reduced,and the introduction effect is not good.Then,this study for the required teaching content to follow the principle of teaching introduction,and in the system study,analysis of the 2019 teaching material compulsory teaching objectives,on the basis of the characteristics of the freshman learning and the students learn,19 sections in the teaching content,puts forward the corresponding teaching introduction strategy,and build the teaching import case library.At last,6 classes of senior one 2024(3 different levels,2 classes in each level;one class was the experimental class while another class was the control class)were chosen as research objects to do teaching leading practice for one semester.By making a comparison on changes of academic performance,learning interest,and subject intention for students at different levels,the author conducted the effect evaluation.The research results indicated that the implementation of teaching leading strategies did not cause the significant impacts on performance of students with the high level but exerted the significant influence on performance of students with the low level.At the same time,their learning interest and subject intention have been improved.By interviewing and conducting questionnaire surveys on students and lecture teachers,the author gained feedback and evaluation materials.The research results showed that nearly 90%of students and interviewed teachers argued that the selection of teaching leading strategies and content design in this research were very funny and reasonable.It could be good for enhancing teachers’ personal charm and improving teacher-student interaction,so as to enhance classroom learning efficiency.Furthermore,the author also realized that the teaching leading content should be combined with teaching objectives and avoid from losing the core teaching content because of overemphasizing interests.This study preliminary proposed the teaching leading strategies for required one of high school biology PEP 2019 and constructed the teaching leading case libraries by aiming at all kinds of teaching content.Meanwhile,the author summarized and reflected on strategies and objectives proposed in the teaching practice process,showing that the proposal of the corresponding teaching leading strategies was effective.This study could provide a reference for high school biological teachers and relevant personnel to better carry out teaching leading. |
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