Dissertation
Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Biological

A Study on Innovative Learning’s Application to Biology Teaching of Senior High Schools

Author ZhangXiaoZuo
Tutor ZhangYingChun;GuoJin
School Shaanxi Normal University
Course Education
Keywords Biology teaching Innovative Learning Creativity Autonomy Innovation capability
CLC G633.91
Type Master's thesis
Year 2002
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The development of the knowledge economy and the information superhighway to build greatly to promote world education reform. \This kind of study has highlighted the learning subject, and develop students' ability to innovate. Explore innovative learning theory, experimental research and its application in the teaching of high school biology. First, the theoretical basis of the Innovative Learning: Innovative Learning can cause changes, updates, restructuring and the formation of a series of questions of learning, it is both a thinking process, and is the product of a way of thinking, thinking personality traits. Innovative learning has a solid theoretical foundation, First of all, regardless of the traditional perception of body awareness in contemporary Western philosophy \The innovative learning lessons centers of academic theory, the theory of the essence of the theory and the social center of the children's center on three courses genre to adapt to the needs of the new curriculum system; Third, build the Teaching Theory of student knowledge construct learning should be independently by the students, and the formation of knowledge and innovation as the highest goal innovative learning. Second, innovative features and types of learning: (a) innovative learning has the following characteristics: 1. Openness: the teaching content and the way of thinking of opening up to the vision of the students by the classroom leads to broad social life, encourage students to bold and good suspect \so that students from more angles greater range and thinking. 2. The problem: The problem is that the end-result of the starting point and the main line of innovative learning, innovative learning, there is no strong awareness of the problem, it is impossible to stimulate students' divergent thinking and creative thinking, but no way no way to explore, no way to study. 3. Autonomy: autonomy and innovation both indivisible independent innovation premise, not independent not to mention innovation, no innovation, there can be no display independence, autonomy and the integrity and unity of the innovation, to fully demonstrate the spirit of aggressive personality. 4. Process: innovative learning emphasis on process, stressed the students to explore the experiences of new knowledge and new knowledge, experience, and only let students immersive learning process has become knowledge growth, healthy development of the process of physical, psychological and personality. 5. Practicality: innovative learning differs from subject knowledge to teach, you can not just sit pontificating, to practice, to activities. In addition to hands-on practice, think, plan, collect data, and analysis, writing reports on a series of activities. (B) the type of innovative learning: the author access to a large number of documents on the basis of combining biological disciplines FEATURES requirements described by the students' cognitive characteristics and the Curriculum, Examinations, high school biology innovative learning system divided into three categories: 1. Creative to solve the problem of innovative learning the basic operating procedures: predicament found a fact - Solution found - new challenges; 2. Inquiry to solve the problem innovative learning, the basic operating procedures for: discovery - design - experiments - evaluation; 3. Research to solve the problem innovative learning, the basic operating procedures: issues found - to collect data, facts - exchange - report writing, small papers - evaluation. Experimental study of innovative learning: west Airlines in 2003, nine flights as experimental subjects, and implementation of innovative learning (creatively solve problems Innovative Learning to solve the problem of innovative, exploratory problem-solving type of innovative learning, research learning); eight classes to regular classes, the implementation of maintenance learning (taught to accept X main questionnaire test questions to collect data, collective Surveying examination of the statistical results using the chi-square test and Z values, experiments People's Education Press published High School \specific implementation of a variety of learning styles. experimental results are as follows: interest in learning: learning biology interest change survey, experimental class students 'to start no later interest' and 'start later are interested in' 94 .2%, much higher than regular classes 62.5%, and the experimental class net increase percentage was 25.5%, 4.2% higher than that of the conventional class, implement innovative learning significantly improve student learning biology class interest. 2. Question multiple solutions Statistics: genetic questions do test materials selection has multiple solutions, solution of three or more student ratio experimental classes with regular classes, respectively, 9.8% and 2 knives 8% in the number of visible Innovative learning helps students divergent thinking ability. 3. creativity: creativity of our scholars self test questions on the test of implementing innovative learning before and after differences (Z values ??inspection), the experimental class pretest posttest creativity Z-4.494, there is a very significant difference in regular classes pretest posttest comparison Z-1.8, there is no significant difference, suggesting that innovative learning contribute to the development of students' creativity. 4. academic performance: (experimental results of the experimental class before regular classes using the chi-square test comparing X '= 0.0159, there is no significant difference in the student's academic performance in the experimental classes and regular classes before and after the experiment to compare; experiment experimental class conventional results of classes X '= 6.98, there is a very significant difference. experimental class pretest posttest results compare X B 7.65, there are very significant differences in regular classes pretest posttest comparison X 0.183, no significant difference, showing innovative learning conducive to the improvement of the student's academic performance, the transformation of the last in the Lord's favor. Experimental results show that high school biology teaching according to the teaching content and students' cognitive characteristics, to carry out various forms of innovative learning, change passive learning to active learning, to stimulate students' interest in learning, greatly 11 plus the student's own initiative, the academic performance improved significantly, the ability to create a development. therefore, the research in the actual teaching strong effectiveness. innovation of this study lies in: 1, from philosophy, curriculum theory, teach

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