| In order to integrate the distribution of educational resources,the Xinjiang government has selected outstanding primary school graduates from remote and poor areas with relatively backward educational resources to go to cities with relatively developed educational resources in Xinjiang for fixed-point study.The junior and middle class students in Xinjiang are from different ethnic groups,and their mastery of Mandarin is uneven.Influenced by different ethnic cultures and growth environments,compared with the junior and middle class students in non Xinjiang areas in the same period,their ability to understand and apply biological concepts in classroom teaching is weak,and their learning timeliness is not high.Therefore,it is urgent to select targeted teaching strategies to improve the efficiency of biological concept teaching in junior middle schools in Xinjiang.The teaching strategy of the advance organizer is a kind of teaching strategy that uses students’ existing cognitive structure to design guiding materials that can provide knowledge attachment points for new concepts,so as to improve students’ ability to understand and transform new concepts in the teaching process.Therefore,it is worth exploring to introduce the teaching strategy of advance organizer into the biology concept teaching of junior middle schools in Xinjiang.This paper analyzes and explores the application of the advance organizer teaching strategy in the biological concept teaching of junior middle school students in Xinjiang through literature research,interview and questionnaire survey,designs the advance organizer teaching plan suitable for the learning situation of junior middle school students in Xinjiang,and applies it to classroom teaching for practical research,and evaluates the effectiveness of the teaching strategy according to the research results.The main research results are as follows:1.The present situation of biology concept teaching and learning of junior middle school teachers and students in Xinjiang was investigated by questionnaire and interview.The survey results show that both teachers and students in junior middle schools in Xinjiang believe that biological concepts are important,and they all have a desire to change the current situation of biological concept teaching.However,there are the following problems to be solved: First,due to the lack of language proficiency,the junior middle class students in Xinjiang have poor ability to capture information in the classroom,and it is difficult to truly understand and apply biological concepts;Second,the teachers in the junior and middle classes in Xinjiang lack professional guidance,the teaching methods are single,and they pay less attention to the original cognitive structure of the students in the junior and middle classes in Xinjiang;Third,the learning methods of junior middle classes in Xinjiang are limited,the initiative to learn biological concepts is low,and the phenomenon of mechanical memory is serious.2.Analyze the theories related to the teaching strategies of a large number of advance organizers through literature research,summarize and classify the advance organizers that appear in the biology textbooks of junior high schools published by People’s Education Press,formulate the teaching design principles of advance organizers that are applicable to the learning situation of junior middle schools in Xinjiang,Summarize the application mode of the teaching strategies of advance organizers in the teaching of biological concepts,and make specific analysis through several cases.According to the teaching evaluation questionnaire of the experimental class,the teaching strategy of the first organizer can help the junior and middle class students in Xinjiang to understand the concept of memory biology in class,and can enhance their sense of achievement in concept learning.3.Through a semester of teaching practice,we compared the changes of the overall biological scores and the scores of different student compositions before and after the experiment class.The data analysis shows that:(1)The teaching strategy of the first organizer can enhance the initiative of the junior and middle class students in Xinjiang to learn biological concepts as a whole,which is helpful for the junior middle class students in Xinjiang to improve their biological scores as a whole.(2)The teaching strategy of the advanced organizer has significantly improved the scores of ethnic students receiving folk language teaching in primary schools and ethnic students receiving Chinese teaching in primary schools,while the improvement of the scores of Han students receiving Chinese teaching in primary schools is not significant.According to the ability of different students in the junior middle classes in Xinjiang to apply Mandarin,it shows that the advance organizer teaching strategy has a better effect on concept teaching for students with weak Mandarin level,and has less impact on students with strong Mandarin level.(3)The teaching strategy of advance organizer can improve the current situation of biological concept teaching in the beginning class and enhance the timeliness of concept teaching in the beginning class.It can provide some reference for the teaching of biological concepts in the beginning class. |
PDF Full Text Request