Study On Gu Qiaoying's Teaching And Learnng Vividly Idea And Teaching Practice

Gu Qiaoying is a well-known special ranked biology teacher in our nation. Since she was engaged in teaching 40 years ago, she had always made an effort to go in quest of ways and methods to better biology teaching in middle school. She didn't cling to established practices or be complacent with the existing state, and she had always been in the forefront of biology teaching reforms and developed her own teaching style andeducational idea-----the idea" teaching and learning vividly" in long-term biologyteaching practice. Introducing this idea to the study system of biology theory must improve and enrich its curriculum construction. Gu Qiaoying mostly had her own distinctive assumptions and attempts on biology content of courses, teaching models and teaching methods. Her successful experience has special value on the current biology curriculum and teaching reform. The growing up process of Gu Qiaoying herself is also a very valuable invisible educational resource on young biology teachers, and doubtlessly has broad practical significance on the biology teachers training.This thesis consists of five sections. The first, review Gu Qiaoying's growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea "teaching and learning vividly "and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. The second, on the base of striving to comprehend Gu Qiaoying's educational ideas connotation, make a theoretical carding and interpretation on her "teaching and learning vividly" idea from three aspects which are the "dead" teaching material taught by "living" person , teaching vividly in order to learn vividly and teaching "biology" as "biology". The third, make a systematic induction and summary on Gu Qiaoying's biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students' learning interest and the capacity of problem solving. The fourth, from her personality power, the base of speciality knowledge and capacity and the social conditions of speciality development, the writer make a theoretical analysis on the main factorswhich affected Gu Qiaoying's development. The fifth, on the base of above studies, further point out the theoretical and practical significance of the educational ideas of Gu Qiaoying on our national curriculum construction of biology teaching theory and her speciality development and teaching experience on our national biology teacher's training.This thesis is a comprehensive study which includes basic study and applying study, and the main study methods are talking method and documents method. In order to gurantee Gu Qiaoying's educational ideas not be misundersdand or distorted, the writer made a validity inspection on this paper. The inspection proved that the writer's comprehension on Gu Qiaoying's educational ideas, induction on her teaching reform and practice, narration on her development in speciality and analysis on the factors which had affected her development are comparatively objective and accurate. The reliability is comparatively high.