Study On The Application Of The Teaching Model Of “Guiding-thinking And Inquiring” In Senior High School Biology

In order to further realize the great importance that the country attaches to education,the requirements of curriculum reform on the formation of students’ core qualities of subjects,the improvement of college entrance examination on students’ abilities,and the need for schools to achieve efficient courses,etc.,we will carry out a teaching research in biology teaching in senior high school,which will last for one year.The research takes the introduction of the “Guiding-Thinking and Inquiring”teaching model as the premise,and is aimed at explore the influence of the teaching mode of “Guiding-Thinking and Inquiring” on senior high school student’ biological achievements,students’ learning interests,learning habits,degree of classroom participation,and requirements for teachers’ ’ abilities and qualities.The subjects of this teaching research are the students of two experimental classes in the first grade of Luanchuan No.1 Senior High School.The teaching materials are related to compulsory one and compulsory two of high school biology in the People’s Education Edition.The research is mainly carried out around the following aspects:(1)The two classes were respectively given routine teaching and “Guiding-Thinking and Inquiring” teaching mode for one year,and the pre-test and post-test were conducted before and after the teaching practice with the help of examination papers,to reflect the impacts of the “Guiding-Thinking and Inquiring” teaching mode on students’ performance;(2)Through the form of questionnaire survey,the students were investigated before and after the use of the “Guiding-Thinking and Inquiring” teaching mode to understand the changes in students’ learning interests,class participation,learning style,self-confidence,learning ability and other aspects;(3)Through interviews with teachers of different teaching ages,we can understand the teacher’attitude towards the teaching mode of “Guiding-Thinking and Inquiring”,the situation of school teachers’ usage of the teaching mode of “Guiding-Thinking and Inquiring”and the existing problems.The study found that the teaching mode of “Guiding-Thinking and Inquiring” can improve students’ learning interests and participation in biology,thus significantly improving students’ achievements in biology;it is conducive to change students’ learning methods and enhance students’ self-confidence;students’ abilities,including language expression and cooperative inquiry,have been effectively improved.The teaching mode of “Guiding-Thinking and Inquiring” puts forward higher requirements for teachers,including the need for teachers to have the awareness and ability of lifelong learning;the ability to design the classroom and guide students to think effectively;need to have a sense of cooperation and sharing.However,there are still many problems in the research process.For example,students’ basic knowledge is uneven,and the degree of class participation varies greatly;the overall quality of teachers needs to be improved,and exploration points cannot be reasonably set.;the discussion on the design of teaching activities is not deep in the process and discussion.Based on the above problems,the following suggestions are put forward: teachers should pay full attention to the understanding and analysis of the learning situation when preparing lessons,and carry out hierarchical teaching to make teaching activities more in line with the needs of students,at the same time,pay attention to creating an equal,harmonious and pleasant classroom teaching atmosphere;make full use of network and other resources to improve teachers’ theoretical basis and teaching abilities;focus on the analysis of students’ situation and the discussion of teaching activities when preparing lessons collectively.Although this research has achieved some results,there are still shortcomings.For example,how to carry out classroom teaching can better improve students’ learning interest and participation in the case of uneven basic knowledge reserves of biology;the detection method of teaching effect is relatively simple;the application of this teaching mode has a relatively short teaching experiment time,and some teaching effects and problems in teaching may not be fully revealed.These problems need to be further studied in the follow-up teaching practice.