Research On The Application Of Task-driven Teaching Method In Biology Teaching In High School

With the continuous promotion of the new curriculum reform,the teaching objectives 0f high school biology have evolved from the original "three-dimensional objectives" to "four-dimensional core literacy",with more emphasis on students’ main position and learning initiative in teaching activities.The task-driven teaching method is based on the constructivist learning theory,and is a teaching method that has emerged under the wave of new curriculum reform in recent years.This teaching method means that teachers stimulate students’ learning motivation by creating task situations,and students actively analyze and solve problems and realize the construction of knowledge driven by the tasks,so as to improve the quality of classroom teaching.This coincides with the teaching philosophy advocated by the current new curriculum reform.Therefore,this study attempts to combine task-driven teaching method with high school biology teaching and explore its application effect in practice.The main research methods used in this study are literature review,questionnaire survey,interview,case study,and educational experiment study.First,the literature review was used to sort out the current situation of task-driven teaching method and high school biology teaching.Second,a questionnaire survey was used to analyze the current situation of high school biology teaching in the internship schools,and interviews were conducted with front-line teachers’ views and suggestions on the integration of task-driven teaching method into high school biology teaching.Again,based on the theoretical study and the actual survey,the implementation process of the task-driven teaching method was constructed,and the teaching case was designed with the new humanities version of high school biology Compulsory Study 1 as the carrier.Finally,experimental and control classes were screened in the internship school,and the task-driven teaching method was adopted in the experimental classes and the conventional teaching method was adopted in the control classes.After the teaching practice,the experimental and control classes were statistically analyzed by using questionnaires as a measurement tool in combination with biology scores.The study showed that the application of the task-driven teaching method in high school biology teaching could stimulate students’ learning interest,increase their learning initiative and improve their biology classroom performance.Students’ own inductive and generalization ability,problem solving ability,and knowledge transfer ability were also improved in the process of completing the tasks.When comparing the biology test scores of the experimental class and the control class after the experiment,the mean scores of the experimental class were higher than those of the control class and showed significant differences;further analysis of the test scores revealed that the experimental class was higher than the control class in general,and the differences in scores between the two classes were larger,indicating that the task-driven teaching method can improve students’ biology performance.