Promoting The Advanced Interest Of High School Students In Biology Learning By Using Self-made Teaching Aids

Interest is more important for learning and talent cultivation.The general framework of Chinese Students’ Core Literacy Development(2016)points out that strong interest in learning is an important manifestation of students’ core literacy development.To improve students’ interest in learning is conducive to the development of their core qualities and the cultivation of all-round development.The Curriculum Plan for Ordinary high School(2017 edition,2020 revision)requires students to have a strong curiosity,a positive attitude toward learning and a strong interest in learning.It has long been confirmed that teachers use teaching AIDS to improve students’ interest in learning,and the measurement of interest is also a long-standing research topic.The four-stage model of interest development proposed in 2006 divides interest into four stages: triggering situational interest,maintaining situational interest,emerging individual interest and developing individual interest.From one stage to the next,students’ cognition and perception of the goal will advance to a higher level.If the use of teaching AIDS is combined with the progression of students’ learning interest,on the basis of deepening students’ cognition of biology,it can also better quantify the degree of improvement of teaching AIDS ’interest.Based on this,this paper will carry out the research of promoting students’ interest in biology by using self-made teaching AIDS.This study adopts the methods of questionnaire survey,observation,interview and educational experiment,etc.,to reveal the production and use of high school biology teachers’ teaching AIDS as well as the cultivation status and interest stage of students.In combination with the characteristics of the subject,self-made teaching AIDS are made to carry out the teaching practice of promoting the advancement of students’ interest in biology learning.The research provides practical experience for teaching AIDS teaching model to promote students’ interest progression.At the overall level,the scale has a good distinction between the stage of triggering situational interest and the stage of developing personal interest,but it has a fuzzy distinction between the stage of maintaining situational interest and the stage of emerging personal interest.At the individual level,the scale can judge the stage of a single student well.Through interviews with teachers,we know that teachers do not know enough about the four-stage model of interest development,and seldom make and use teaching AIDS themselves in teaching.The results of interest scale show that the stage of students’ overall interest is the stage of maintaining situational interest.Combining with the characteristics of the subject,we make our own teaching AIDS and use them to carry out the case teaching practice of promoting students’ interest to advance.In this paper,the first class of compulsory high School Biology(2019 Human Education Edition),Chapter 3,Section 1,"Cell Membrane Structure and Function",Chapter 2,"Division of Labor and Cooperation among Organelles",Chapter 2,Chapter 3,Section 2,"DNA Structure" and Chapter 4,Section 1,"Gene Guiding Protein Synthesis" are selected for case presentation.By combining students’ classroom interaction rate,after-class consultation amount and other behaviors with students’ interview content,it can be seen that teachers’ use of self-made teaching AIDS can promote students’ interest in biology learning on the whole level(t=3.690,p<0.01;t=2.030,p=0.047);At the individual level,3 out of 4 students improved their interest in biology learning(x: 49→ 57,77 → 89,53 →62),and 2 students advanced their interest in biology learning from the stage of triggering situational interest to the stage of maintaining situational interest(x: 49→57,53 →62),one student’s interest in biology advanced from the stage of maintaining situational interest to the stage of emerging personal interest(x: 77→89).In addition,the study initiative,perseverance and cooperation ability of the students in the biology learning process are improved,and the scores of the students in the college entrance examination class are gradually improved(t=5.573,p<0.01,t=8.138,p<0.01,t=2.764,p<0.01,t=7.013,p<0.01).According to the investigation situation and practice results,corresponding suggestions are put forward: solid theoretical foundation,slow down the pace of teaching,implement home-school communication;Expand the teaching form,add the subject situation,promote the interest level;Pay attention to individual feelings,attach importance to emotional experience,return to students’ classroom.