| The development of knowledge economy and the building of information highway bring remarkable change to world educational reform. The topic of the educational reform is 'learn how to learn' which focuses on innovative learning. Innovative learning emphasizes on unearthing students' potentialities, paying more attention to learners and developing students' ability and consciousness of innovation. The article tries to analyze theoretical and experimental problems in innovative learning in biology teaching through applying innovative learning in biology teaching of senior high school.I. Academic basis of inovative learningInnovative learning is the way of learning that can lead to change, renewal, reorganization and forming a series of problems. It is both a kind of thinking process and a kind of thinking product. It represents the trait of thinking. It is based on strong theory. At first, both experience theory in modem philosophy and traditional percipient's knowledge in China provide philosophic basis for constructing learning method focusing on experience. Secondly, it derives from soul in such three schools of course theory as subject-core, children-core and society-core and meets the demand of the new system of course. Thirdly, the structuralists regard students as the builders of knowledge. They claim that learning should be students' independent action, and as innovative learning, it aims at knowledge's forming and innovation.II .The trails and tapes of innovative learning i Innovative learning should has such traits as:1. opening: the opening of teaching content and opening of thinking method represent that when meeting problem students should be lead to view it with broader sights and be inspired to hld suspicious attitudes. Complete opening among subjects means building transverse relation among subjects so that students can consider more angles.2. question: question is jumping-off, main clue and end-result of innovative learning. Without intense consciousness of question, students' spirit of seeking difference and creative thinking can not be triggered off, still no finding, no exploring and no studying.3. self-determination: self-determination is the premise of innovation. The two aspects can not be divided. No self-determination, no innovatioa Without innovation, self-determination can not be opened up. The union between self-determination and innovation will fully set out aggressive spirit.4. process: innovative learning stresses on process and cares learners' experience of exploring andharvesting new knowledge. Only students are personally on the scene, will learning process go on as the process of accumulating knowledge and soundly shaping personality.5. practice: distinguished from knowledge's impartation, innovative learning needs practice and activity rather than pure theory. Besides operation with hands, practice includes such a series of activities as thinking, planning, collecting materials, analyzing and setting problem and composing report, ii The tapes of innovative learning: Based on abundant documents, synthesizing the traits of biology, the traits of student's learningand the demand of teaching outline, the author classes innovative learning in biology as following:1. innovative learning with creative problem-solving whose basic procedure is finding difficulty -finding fact-finding solution-new challenges.2. innovative learning with exploring problem-solving whose basic procedure is finding-designing-experiment-assessment3. innovative learning with disquisitive problem-solving whose basic procedure is findingproblem-collecting materials and facts-communicating-writing report-assessment.III Application of innovative learning:Besides the theoretical research, the author experimented on application of innovative learning. The author brought innovative learning into one class as the object of this experiment while implementing conservative learning in another class. The methods used in the experiment included co...
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