Digital Teaching Design And Practice Of High School Biolog

China’s education informatization started through electrification and radio and television education,and went through education informatization 1.0 and education informatization 2.0 stages,and by 2022,the national education digitalization strategy initiative opened a new development stage of education digitalization.In order to achieve further in-depth reform of education digitization,informatization,and modernization,biology education and teaching should also make changes.In this study,we take senior biology classroom teaching as an example,because there is a problem of insufficient digital penetration in classroom teaching,the author develops an implementable digital teaching design for senior biology based on contemporary educational concepts and digital teaching concepts,and applies it to the practical teaching of senior biology to improve the efficiency and quality of student learning,teacher teaching,and biology classroom by taking advantage of digital teaching.The study is carried out in the following four aspects:Firstly,we review and organize the meaning of digital teaching and the progress that has been made,understand the origin and development of digital education at home and abroad for several decades,and focus on grasping the changes of digital education on modern education.Secondly,through a questionnaire survey of high school students in a middle school in Chongqing,interviews with high school biology teachers,and observation and analysis of biology classrooms,we understand the understanding of teachers and students of digital education,the use of digital teaching resources,and the real situation of digital teaching in high school biology classrooms at this stage.Further,we analyzed and focused on exploring new directions of deepening digital reform in high school biology education.Then secondly,the digital teaching design of high school biology was developed based on the digital education concept,existing digital devices and high school students’ learning styles and habits,and new designs were made for each teaching session before,during and after class.Two classes with similar enrollment in a high school senior class were selected for the comparison test;after the teaching practice,classroom observation results,student interviews and quizzes were used to detect changes in student learning and verify whether the new digital teaching design could enhance students’ interest in learning as well as the quality of classroom learning.Finally,the instructional design was evaluated.Changes in students’ classroom behavior: Students showed initiative and motivation towards the digital teaching resources presented by the instructor.They responded more frequently in class and were able to quickly find the focus and key to the problem,and showed significant improvement in their ability to summarize and generalize.The results of the student interviews showed that students liked the digital teaching format,they showed more independence in their learning,and were more willing to communicate and share,and were more interested in biology.The results of the pre and post tests proved that this teaching practice had good results in the experimental class.Students in the experimental class showed a greater increase in mean score and and merit rate after the newly designed digital teaching practice.In conclusion,the digital teaching practice of high school biology implemented by the author is indeed beneficial to students’ interest in learning biology,to the richness of classroom teaching and students’ activeness,to students’ ability to improve independent learning,and to the "learning to learn,digital literacy,and problem-solving ability" requirements of the times for human education The requirements of the times such as "learning to learn,digital literacy and problem solving ability" 42.