The Practical Research Of "5E" Teaching Mode In Senior High School Biology Teaching

In the context of the new curriculum reform,the conventional classroom of domestic basic education is still dominated by the traditional teaching-acceptance model,in which teachers only focus on the transmission of subject knowledge and the improvement of examination results,and students passively accept them.It is clear that the traditional teaching model has failed to meet the requirements of the times,and teachers should continue to try new teaching models to achieve the curriculum objectives while developing students’ key competencies.“5E” teaching mode is a teaching mode based on inquiry,conceptual and situational teaching.Five teaching links are included in the model: Engage,Explore,Explain,Elaborate,and Evaluate.Through autonomous and group exploration in the classroom,students can discover and solve problems,draw scientific concepts and conclusions,improve their thinking ability and scientific literacy.In order to promote students’ holistic development and meet instructional objectives,this model calls for teachers to concentrate on cultivating students’ autonomous learning ability,thinking ability and innovation ability in the classroom.The research methods used in this study include: literature review method,questionnaire survey method,interview method,teaching experiment method,mathematical and statistical method,etc.Using the literature review method,through studying the literature on the application of the “5E” teaching model in biology teaching,it is found that the application of this model in biology teaching mainly focuses on the design of teaching cases based on the“5E” teaching model,there is little research on the application of the "5E" teaching model to regular classroom practice.I used questionnaires and interviews to understand the current situation of biology teaching in secondary schools,and to understand teachers’ and students’ views of the “5E” teaching method.Through investigation,it was found that situational and exploratory teaching is rarely used in upper secondary biology classrooms,and most teachers still use the traditional imparted and accepted teaching mode;students’ learning interest and enthusiasm in the classroom are not high,most students acquire knowledge passively,and both students and teachers agree with the “5E” teaching model.Using the educational experiment method and mathematical statistics,Using educational experiments and mathematical statistics,a pre-test was conducted on the learning interests,learning attitudes,academic achievements and biological ability levels of the students in the class before the teaching practice.SPSS was used to analyse the differences in the pre-test data,and classes that did not show significant differences in all aspects were selected as experimental subjects for this experiment.One semester was spent in two experimental classes and one control class to conduct a comparative teaching practice study of the “5E” teaching mode and the traditional teaching mode,respectively.After the teaching intervention,use Excel and SPSS to conduct statistics on the collected post test data.The results showed that there were significant differences between the experimental class and the control class in terms of academic achievement,learning interests and attitudes,as well as the level of biological ability of the students,after a period of “5E” teaching.Based on the analysis of the results,the following conclusions are drawn: Compared with traditional teaching models,the “5E” teaching model can improve students’ academic performance;cultivate students’ biological discipline ability,especially their practical application ability and migration innovation ability;can improve students’ interest in biological learning;can improve students’ learning attitude.It can be seen that the “5E”teaching model can promote the comprehensive development of students and achieve the goal of educating people in the dimensions of knowledge,ability and emotion.