Practice Research Of Junior High School Biology Review Course Teaching Based On Homework Feedback

Biology in junior high school is an introductory course for students to explore nature and understand the mysteries of life,as well as a basic course of natural science.Along with the reform of our secondary examination system,biological science is brought into the scope of examination assessment,students’ study not only affects students’ graduation choice to a certain extent,but also affects their future in-depth study in agricultural science,medical science,environmental science and so on.In this study,students’ homework feedback in the teaching process is taken as the starting point,and through questionnaires and communication interviews,students’ problems presented in the new teaching and previous review classes are sorted out and analyzed,which are used as the basis for the study of review class strategy,so as to design the review class teaching and put it into practice.In addition,teaching strategies are adjusted according to students’ mastery and application of knowledge,so as to improve students’ learning ability in review class and provide teaching reference for front-line teachers’ design of review class.According to the completion of students’ homework,this study found that students can know the basic biological concepts,but there are still many deficiencies in the understanding and application of knowledge,graphic analysis and inquiry experiment.For example,"In the inquiry experiment,what should be the other conditions except the experimental variables?" ",students were able to answer "the same and appropriate"content,but when faced with the question of "exploring the influence of water on plant survival",most students believed that "providing two different environments" was the right choice,which reflected students’ weak knowledge application and exploration ability.In view of the above problems,this study sorted out and analyzed the reasons for students’ problems through questionnaires and interviews with teachers,including the following: first,learning interest affects students’ learning efficiency to some extent;Second,students lack the ability to construct knowledge network,resulting in knowledge forgetting and confusion.Thirdly,students are not good at thinking about the connection between knowledge concept and life situation,and their understanding and application ability is weak.Fourthly,students’ graphic analysis ability is relatively weak.Combined with the survey results and the characteristics of the review course,this study starts from the perspective of stimulating interest and improving students’ understanding and application ability,takes the specific problems of homework feedback in the new teaching of students as the core,and adopts the teaching methods such as visual teaching AIDS,problem string,concept map,comparison method,keywords and verbal memorization method to design the teaching plan of the review course.In the teaching design,this study first combined the relevance of the knowledge taught in this semester,and adjusted the course structure to a certain extent,so as to facilitate students’ understanding and integration of knowledge.Secondly,in the design of teaching links,attention should be paid to the stimulation of students’ interest in learning and the cultivation of students’ ability of knowledge construction,graphic analysis,inquiry practice and independent learning.The links of classroom design mainly include five links: "exciting lesson guidance → knowledge combing → targeted consolidation →exercise refining → summary".In the link of "knowledge combing",teachers guide students to sort out and consolidate the basic concepts of unit teaching by means of concept map,question string,PPT presentation,comparison method and so on,and understand the interrelation between concepts,so as to help students construct knowledge network and improve their autonomous learning ability.In the link of "targeted consolidation",teachers combine the outstanding problems of students’ homework feedback in the new teaching,arrange appropriate fine exercises,and carry out targeted analysis and consolidation in class,so as to improve students’ learning abilities such as understanding and application,graphic analysis and experimental exploration.Finally,the developed teaching strategy is applied to practical teaching.Through the feedback of students in class and comprehensive test results,it is concluded that the teaching strategy plays a positive role in students’ learning.Therefore,the teaching strategies formulated in this study can provide a certain reference for other teachers’ biology review course teaching.