The Influence And Improvement Measures Of Stratified Teaching On Biology Teaching Under The Shift Class System

With the continuous development of our country’s politics,economy,technology and other national strength,people’s demand for education is getting higher and higher.The new curriculum standard proposes that students should have individualized development and the promulgation of "Implementation Opinions on Deepening the Reform of Examination and Enrollment System".Under the background of the new college entrance examination,the traditional teaching mode can no longer meet the individualized development needs of students.At the same time,Weifang No.1 Middle School,as the second batch of pilot schools since the promulgation of "Implementation Opinions on Deepening the Reform of Examination and Enrollment System",currently offers 20 kinds of course selection combinations,and has implemented class-by-class stratified teaching for 5 years,with four levels of biology disciplines.Under the new college entrance examination reform policy,combined with the specific requirements of the new biology curriculum standard and the specific practice process of biology stratified teaching under the shift system in our school,in order to promote the better effect of biology stratified teaching in students,teachers and schools,highlight the advantages,improve the disadvantages and promote the smooth progress of the new college entrance examination reform,the author launched this research.In 2021,the author studied the impact of stratified teaching on biology teaching,and obtained pros and cons analysis based on the practice results,and then derived improvement measures.The hierarchical teaching was specifically based on students’ basic knowledge,logical thinking,inquiry ability and biological interest in setting classes at different levels,setting specific and feasible teaching goals based on biology curriculum standards,students’ academic conditions,biology textbooks and China’s college entrance examination evaluation system,etc.,and distinguishing teaching content,major and difficult points in the teaching design and process with teaching objectives as the end point.Specific hierarchical teaching of teaching methods,homework difficulty and student evaluation.The first stage of teaching practice is two months of traditional teaching and two months of stratified teaching practice for students including 4 classes at K2 level and 2 classes at K3 level,and the author personally participates in the teaching and management of three classes in two K2 classes and K3-1 classes;The second stage of teaching practice includes students in 2 classes at K2 level and 2 classes at K3 level,and the author himself uses different modes of traditional teaching and stratified teaching at the same level to participate in the teaching and management of the four classes.The author conducted this study using literature research method,questionnaire survey method,interview research method,teaching practice method and statistical analysis method.The students’ test scores,questionnaire survey results and interview results were analyzed by Excel and SPSS software to analyze the difference significance or credibility of the obtained data,and the impact of class stratified teaching on biology teaching and improvement measures were summarized by analyzing the data,and the following conclusions were drawn.First of all,class-by-class stratified teaching is beneficial to the improvement of biology teaching.Students’ grades show that students’ grades after stratification are significantly improved compared with those before stratification,which indicates that stratified teaching in class is beneficial to the improvement of biology teaching grades.The results of questionnaire survey and interview show that the hierarchical teaching of biology can improve students’ interest in biology,self-confidence and learning enthusiasm,which is more conducive to the cultivation of excellent students,can improve the efficiency and performance of biology classroom,can improve the communication and cooperation ability of biology students,and is conducive to improving the advantages of biology teachers’ ability to teach according to aptitude.Secondly,through teaching practice,questionnaires and interviews,some problems that are not conducive to biology teaching have also been found,such as the workload of biology teachers preparing and managing lessons has increased significantly,the first five minutes of biology classroom are wasted,difficult to manage,and the utilization rate is very low,the preparation of biology classroom materials is insufficient,the homework assignment,collection and distribution are difficult to solve and problems are not easy to solve,biology students’ teaching class transformation time is tight,recess discipline is difficult to manage,biology teachers and students lack emotions,which is not conducive to the establishment of deep bonds between biology teachers and students.The evaluation system needs to be further improved,and the operation still needs to be improved.In view of these problems,the author puts forward from three aspects: students,teachers and school management after careful analysis.The corresponding optimization measures are put forward to improve the class-walking layered teaching: first,the students themselves should correctly understand the class-walking layered teaching;Improve self-control ability;Secondly,for teachers,we should really implement class-by-class stratified teaching in the classroom,actively participate in teacher training and communication,research and share school-based teaching materials,and increase communication with students;Finally,the school should strengthen the propaganda of the class-walking layered teaching mode,improve the daily management system of class-walking layered teaching,optimize the evaluation system of class-walking students,and implement small class-walking or class-walking on two floors.