Design And Implementation Of Task-driven Hierarchical Biology Teaching Activities In High School

With the advent of the intelligent era,innovation has been given a new connotation of the times.As a key force driving national and social development,innovation has become an important manifestation of the core competitiveness of countries around the world.Its essential attribution lies in the key role of innovative talents in social,economic and technological development.However,the traditional one-size-fits-all talent training model is far from the needs of innovative talent training in the intelligent era due to the natural neglect of students ’ own cognitive structure and ability development,and the neglect of students ’personalized development needs.Research and practice show that hierarchical teaching is an important way to realize that everyone can become a talent,everyone can exert their talents and cultivate innovative talents.The combination of task-driven and stratified teaching can effectively promote students ’autonomous learning and personality development,which has become an important practical path for the reform and innovation of stratified and individualized classroom teaching.Based on this,under the guidance of hierarchical teaching theory,task-driven method,activity theory and other theories,this study takes high school biology as the subject object,and carries out task-driven high school biology hierarchical teaching activity design and application research,in order to effectively promote students ’ personalized development,improve quality and efficiency,and provide reference for current high school biology teaching practice and education research.This study first consults the relevant literature of task-driven teaching and hierarchical teaching at home and abroad through the literature research method,clarifies the concept connotation,analyzes the teaching mode,combs the practical application,further gathers the research questions,and clarifies the research content.Secondly,using the questionnaire survey method,the questionnaire on the understanding and application of task-driven and stratified teaching by high school biology teachers was designed and developed,and the survey was carried out.Through the statistical analysis of the questionnaire data,the current situation,problems and needs of task-driven teaching and stratified teaching in high school biology were analyzed,and corresponding solutions were proposed.Thirdly,through the literature research method,this paper analyzes and summarizes the advantages and disadvantages of the existing task-driven teaching and hierarchical teaching structure process,combines the theory of hierarchical teaching theory,follows the model design principles of scientificity,double subject and practicality,and constructs the task-driven high school biology hierarchical teaching activity model.According to the ADDIE teaching design model,the case design and development are carried out for the ’ cell energy ’ currency ’ ATP ’ section of high school biology.Fourthly,in order to verify the effectiveness of the application of the model,this study applies the teaching case of ’ cell energy ’ currency ’ ATP ’ to practical teaching,and carries out three rounds of action research in three parallel classes of grade 1 in senior high school.Through the combination of classroom observation,individual interview and student satisfaction survey,the feedback data is obtained to modify and improve the model,and the final version of the task-driven high school biology hierarchical teaching activity model is obtained.Through the above research,this paper draws the following three research conclusions:First,the research and development of high school biology task-driven teaching and hierarchical teaching activity status survey tools,can effectively understand the current high school biology classroom teaching activities of the real status quo,existing problems;the second is to design and construct a task-driven hierarchical teaching activity model of high school biology,which includes three stages of pre-class,in-class and after-class,autonomous learning,task completion,task display,scheme optimization,summary and induction,internalization and reflection.Thirdly,case design is carried out according to the constructed model.Applying it to teaching practice can improve students ’ learning effect,improve learning performance and promote students ’ value-added development.Therefore,this study broadens the field of theoretical research and practical application of task-driven and stratified teaching,and provides reference for classroom teaching reform and innovative development.