Research On The Problems And Countermeasures Of Classroom Discussion In High School Biology Teaching

The new round of curriculum reform implements the fundamental task of establishing moral education,advocates the educational concept of core literacy,pays more attention to students’ individualized and diversified learning and development needs,and promotes the reform and innovation of talent training mode.The learning content of high school biology not only has the attributes of science,but also contains rich humanistic materials,and is closely related to students’ life.The use of classroom discussion teaching method in high school biology classroom can fully mobilize students’ learning enthusiasm,improve students’ thinking ability and level,and exercise students’ communication and expression ability.Although it is commonly applied in actual teaching,the situation is not ideal.In this paper,we investigate the current situation of classroom discussion in high school biology and the problems that exist,and try to propose optimization strategies.Firstly,we use the literature method to read the literature related to classroom discussion,and sort out the literature related to classroom discussion,mainly discussing the concept,characteristics and types of classroom discussion,and outlining the "good" classroom discussion.Then,we investigated the current situation of classroom discussion in high school biology teaching.We used questionnaires to understand the current situation of classroom discussions in regular classes,and used classroom observation to observe the video of classroom discussions under the new curriculum and new teaching materials and the experimental version of the curriculum,and used comparative analysis to compare them.The following problems were found: discussion questions: low order thinking and single source;discussion types: routine and single grouping;discussion preparation: insufficient time for students to think independently;discussion behavior: interactive but poor quality;discussion participation: not active and low participation;discussion evaluation: single subject and lack of evaluation criteria.The reasons for the problems can be summarized as the utilitarianism,arbitrariness,superficiality,uniqueness of discussion answers and single discussion style of classroom discussion.To address the problems,we propose countermeasures to optimize classroom discussion in high school biology teaching from three aspects: discussion questions,discussion process,and discussion conclusion,and propose teaching suggestions for using classroom discussion in high school biology teaching: divide discussion groups scientifically and reasonably according to students’ characteristics;adopt positive feedback to motivate students to participate in discussion;use discussion training to regulate students’ classroom discussion behaviors;continuously record students’ discussion and make good use of evaluation results;and make good use of evaluation results.Students’ discussions are recorded continuously and the evaluation results are well utilized;biology classroom discussions are enriched or analyzed with the help of big data;teachers’ skills of organizing discussions are improved by using teaching seminars.Conclusions:(a)theoretical and practical research on classroom discussion in high school biology needs to be systematized and improved;(b)biology teachers’ theoretical understanding of classroom discussion pedagogy needs to be improved;(c)discussion evaluation is the most problematic aspect of classroom discussion in high school biology teaching.