Research On The Application Of Experiential Teaching Model Based On Problem String In Biology Teaching In High School

The new curriculum reform emphasizes that teachers should guide students to take the initiative to participate in learning,shorten the distance between book learning and life experience,attach importance to students’ emotional experience,and implement the educational purpose of students as the main body.In order to conform to the new curriculum reform concept and meet the needs of talent training,scholars have put forward a series of reform measures in teaching,among which experiential teaching model and problem string teaching are more research.At present,there are some disadvantages in the application of experiential teaching model,such as "teaching objectives are difficult to achieve and teaching process is mere formality".The problem string teaching strategy can enable students to carry out learning activities driven by specific "tasks" and guide students to complete a series of "tasks" step by step,so as to improve teaching efficiency and achieve teaching objectives.Therefore,this study attempts to explore the feasibility and scientificity of the problem-based experiential teaching model from both theoretical and practical aspects.The research contents and results are as follows.Theoretical research: First,the literature research method is used to analyze and summarize the research status,related concepts and theoretical basis of problem string and experiential teaching model at home and abroad.The second is to sort out the knowledge content suitable for experiential teaching in Genetics and Evolution,compulsory Course 2 of the 2019 Human Education Edition,establish the types and principles of question strings in the experiential teaching model and the experience form based on question strings,and propose the basic characteristics and application process of the experiential teaching model based on question strings.Practice research: A 4-month teaching practice research was conducted in S Middle School in Nanchang City,Jiangxi Province,and the changes of teaching practice before and after the study of experimental class and control class were compared by means of experimental research,questionnaire survey,interview research and data analysis methods.The statistical analysis results show that the P value of the experimental class and the control class is less than 0.05 after teaching practice,that is,there is a significant difference;Before and after teaching practice,the P-value of the experimental class students in class participation and self-efficacy is less than 0.05,that is,there is a significant difference,but the P-value of problem solving ability is greater than 0.05,that is,there is no significant difference.The P values of the students in class participation,problem-solving ability and self-efficacy before and after teaching practice are all greater than 0.05,that is,there is no significant difference.At the same time,the evaluation form of the students in the experimental class was analyzed and the students in the experimental class were interviewed to deeply understand the students’ real learning feelings.The results show that the experiential teaching model based on problem string can improve students’ academic performance and classroom participation,and enhance students’ sense of self-efficacy,but has little effect on the improvement of students’ problem-solving ability.In the long run,the application of this teaching model is conducive to the implementation of the educational purpose of students as the main body and the development of students’ core quality of biology.