The Research Of The Building Of The High School Biology Classroom Based On The Learning Communities Theory

With the deepening of the reform of basic education curriculum, the core concept of biology course is to enhance students'biological literacy. Learning Communities with the application of the new course concept to become a new form of learning, it aims to open a holistic and systematic classroom, only satisfy the need for reform of the curriculum, but also with the system concept of biological disciplines.This paper commits to structure a Learning Communities in the class, where learners will be placed in a stimulant learning environment and structure of social relations. In the Learning Communities, individual learning and group learning will be combined; therefore learners can make full use of various resources in the Learning Communities. And each member'cognitive ability, interactive ability and subjective quality in the community will be fully developed.In theory, this paper firstly explains the origin, present situation and basic concepts of Learning Communities, and then describes the theoretical basis for Learning Community: Vygotsky theory of Psychological Development, Distribution of Cognitive theory, Situated Cognition theory, Tacit Knowledge theory, Group Dynamics theory. And from the theoretical aspects of the system discussed the formation of learning community strategies to generate principles and generate. In practice, this paper tries to introduce Learning Communities to bio-Classroom with Innovation, and combine the case to build up Learning Communities process in biology Classroom. Through the parallel set of experiments, writer compares students'differences in cognitive capacity, information capacity, communication capacity and the development of subjectivity between traditional bio-classroom and Learning Community bio-classroom by the way of test, questionnaires, Reflective diary and so on. This paper combines with high school biology teaching experience to promote Learning Communities'theory and practice, optimizing high bio-classroom and teaching effects.