Study On Biology Experiential Learning

Biology was a subject which undertaking the important task to improve students' biological science literacy. Experiential Learning Theory had been attracted much attention, students were the master in the context, both body and heart were used to improve knowledge, ability and emotion.Three methods were used in this paper, they were documentation method, comparative sideglances and interview method. Biological Experiential Learning was the research object of this paper. Firstly, the history of Experiential Learning Theory and the current research situation of Experiential Learning Theory were analysed. The existing research results and disadvantages were pointed out. Secondly, Biological Experiential Learning's concepts were definited. some characteristics were summarized. the clarification of theory and principles were illustrated. Thirdly, the process of Biological Experiential Learning was analysed, which could been divided into three stages: the preparation of Biological Experiential Learning, the design of implementation plan and the evaluation method of Experiential Learning. Through the analysis of experiential learning content and experiential learning subject, formulate the experience learning objectives, to elaborate “what should be taught”. The choice of appropriate experience learning situations, the methods of experience learning and experience learning medias, and design the appropriate experiential learning implementation process. There were create situations, import experience; put forward problems, promote the experience; analyze problem, deepen the experience; cooperation and exchange, solve problems; induce migration, active application. In order to elaborate “how to learn”. the evaluation was how to judge teaching effect,which means the determination of teaching evaluation. Finally, the paper designed some cases of three biological major class types, which included the new teaching class, the recitation class and the experiment class. The author used interview method and presents the research results. the cases of Biological Experiential Learning were presented to university professors, high school senior teachers and teaching researchers. The author combed with the experts and teachers' comments, the article was revised and perfected.Above of all research suggests that the design of Biological Experiential Learning was a system engineering and it should been considered all aspects. this paper describes each link of Biological Experiential Learning, but they were the integral whole. The design of Biological Experiential Learning included three stages, preparation of biological experiential learning. The design of implementation and the evaluation method of experiential learning were important. In addition, while teachers designs teaching, they needn't design all elements, teachers chosed according to the actual situation, independent innovation. At the end of this paper,the author analyses the limits of Biological Experiential Learning and points out the deficiency of this study and possible research directions in the future.