The Teaching Practice Of Heterogeneous Group Learning In The Module Of "Genetics And Evolution" In High School Biology

High school biology is an important subject to expand students’ knowledge and improve their living ability.The application of cooperative learning in biology teaching in senior high school can improve students’ consciousness of competition,cooperation and innovation,and improve teachers’ classroom teaching efficiency.Heterogeneous group learning derived from cooperative learning also has the above functions.This paper adopts the methods of literature research,investigation and action research to study the teaching practice of heterogenous group learning in the module of Genetics and Evolution in high school biology.The results are as follows:1.Select two parallel classes from the senior one of the practice school.The experimental class uses the heterogeneous group learning method,while the control class uses the traditional teaching method.The students in the experimental class were grouped according to the results of the first monthly biology examination,the ratio of male to female,daily performance,learning interest and interpersonal relationship,etc.,to form a heterogeneous group and assign corresponding positions.In the teaching process,teachers and students conduct evaluation and feedback.2.According to the teaching process of heterogeneous group learning,after reasonably selecting the teaching contents,design four teaching cases,including "DNA is the main genetic material" "Gene Guided Protein Synthesis(second class period)" "Cross Breeding and mutagenesis Breeding" and "Gene Mutation and other Variations" in the review course;After the implementation of the case,compare and reflect between the new teaching and review classes,and reflect on the cooperation performance and learning status of students in heterogeneous groups,so as to develop strengths and improve weaknesses.3.After teaching practice,it was found that the average scores of the experimental class in biology learning interest,learning ability and social ability were higher than those of the control class,and the difference was statistically significant(P<0.05).In addition,the independent sample t test of the experimental class and the control class found that the biological scores of the two classes were statistically significant(P<0.05).A practical study of heterogeneous group learning in high school biology classroom teaching shows that heterogeneous group learning can improve students’ interest in biology,learning ability,social ability and academic performance.