Research on Situated Teaching in Biology Teaching of Senior School

Abstract

The concern about the teaching situation is a key topic of the course reform at present. This paper described "situated teaching" means in the context of some of the teaching activities. Senior biology curriculum standards require that we should pay attention to the link with the reality of life and raise the scientific literacy of students. This is the significance of the situated teaching in the high school biology teaching. This paper is based on theories of Situated Teaching Theory and Teaching Environment Theory, and the characteristics of biology teaching in senior school. It probes into the effect in biology teaching in senior school after situated teaching from theory and practice by the methods of literature analysis, questionnaire investigation, and group experiment. Through the study of current situation and theory on situated teaching, the paper analyzes the questions in biology teaching and concludes the main types of situation in high school biology teaching. It points out that situated teaching is the need to the teaching mode reform in senior new curriculum system and the embodying the value of biology subject. On the base of theoretical study, we have designed teaching research case of question situation, virtual situation and experimental study situation, and experimented in accordance with biology teaching content. The questionnaire investigation is used to look into the emotional learning, self-learning ability, quality of innovative thinking etc of students after situated teaching in senior biology teaching. The experimental results show that used situated teaching in senior biology class has certain advantages. There were significant differences between experimental class and the control class, the former superior to the latter in emotional learning, self-study capacity, innovative thinking and academic areas after the experiment of situated teaching for a whole year. The outcomes indicated that situated teaching is valuable in practice, especially the situated teaching has prominent effect on development of student's creative thinking quality, and this is a respect neglected in research of teaching of past situation.

Alternate abstract:

对教学情境的关注，是目前新课程改革的核心话题，也是广大教师在教学实践中不断尝试探索的课题。本文所述“情境教学”就是指在一定的情境下进行的教学活动。高中生物新课程标准要求教学要注重与现实生活的联系、提高学生生物科学素养，在高中生物教学中实施情境教学的意义也正在于此。 本文以建构主义理论、情境学习理论等有关理论为基础，结合高中生物学科教学的现状及特点，运用文献分析、问卷调查和等组实验法，从理论和实证两个角度，对情境教学在高中生物教学中实施后的效果作了初步的探讨。 通过对有关情境教学的现状和理论研究，作者分析了目前高中生物教学中存在的问题；归纳出在高中生物教学中创设情境的主要类型，指出情境教学是高中生物新课程体系教学方式改革的需要，也是体现生物学科的价值的需要。 本课题在理论研究基础上，针对不同生物教学内容，创设了问题情境、虚拟情境、实验探究情境的情境教学个案，并进行实验研究。同时采用问卷调查的方式，在高中生物教学中实施情境教学后，对学生学习情感、自主学习能力、创新思维品质等方面进行了调查分析。 研究结果证明情境教学在高中生物教学中的运用具有一定的优越性。经过1学年的情境教学实验，实验班在学习情感、自主学习能力、创新思维及学业成绩水平上都优于对照班，而且存在显著差异，实验班学生的整体素质有了一定的提高。这一结果证实了情境教学的实践价值，尤其是情境教学对学生创造性思维品质的发展有显著促进的作用，这也是以往情境教学的研究忽略了的一个方面。