Research And Practice Of PAD Class Teaching Mode In Biology Teaching In Senior High School

Presentation-Assimilation-Discussion class teaching mode(PAD class)was a new local teaching mode put forward by Professor Zhang Xuexin in 2014,aiming at the current situation of university teaching in China.Its meaning was to divide teachers and students in class time,and its essence was to divide the rights and responsibilities of the teacher and the student.Its operational process consist of three links: presentation,assimilation and discussion.According to the literature review,there were few complete teaching research in biology teaching in senior high schools.Combined with the curriculum standards of biology in senior high schools and the current situation of biology teaching in No.6 Middle School in H County,Jilin Province,this study attempts to study and practice the PAD class teaching mode in senior high school biology teaching.Based on Structuralism,Developmental teaching theory,Case teaching theory,this study sorted out the research progress of PAD class teaching mode at home and abroad and defines the concept of PAD class teaching mode through literature research.Through the analysis of the new teacher-student role relationship in the PAD class teaching mode,three PAD class teaching designs were designed: new teaching Structure and Function of Nucleus,review class Material Input and Output of Cells and experimental class Extraction and Separation of Pigments from Green Leaves.The PAD class teaching mode was implemented in the experimental class and the traditional teaching mode was implemented in the control class.Through the analysis of students’ scores by quasi-experimental research method,after one semester’s implementation of the PAD class teaching model in the experimental class,students’ grades have improved significantly.Through the questionnaire survey,the students’ learning ability,learning attitude,classroom participation and emotional satisfaction,as well as the evaluation opinions on the PAD class teaching mode,the survey results showed that students thought that the PAD class teaching mode can improve their learning ability,learning attitude and classroom participation,and recognize the PAD class teaching mode.Through interviews with teachers,we can know that teachers highly value the teaching mode of the PAD class,and think that the teaching mode of the PAD class was student-centered,which can improve students’ participation in class and reduce teachers’ teaching burden.According to the interview with students,most students liked the PAD class teaching mode and believed it improves student learning effects.The PAD class teaching mode was beneficial to improve the teaching effect of biology in senior high school,students’ learning ability,academic performance and classroom participation have all been improved.This practical research found that there were some problems in the teaching process,such as poor students’ listening state,difficult to measure the internalization absorption effect and unsatisfactory students’ homework effect,which were solved by cultivating students’ ability,adding interest in class and simple tests.The results of this study provided a certain basis for the implementation of the PAD class teaching model in high school biology teaching,with a view to continuing to practice and study the PAD class teaching model in other high school biology teaching materials.