On The Strategies Of Bring Students' Subjectivity Into Full Play In Classroom Teaching Of Biology In Senior High School

Modern society is calling for people's subject consciousness, and our modern socialist construction is more urgent need of people with subject consciousness. Therefore, China's education urgently needs to sultivate individuals' subjectivity this is also an important orientation of China's educational reform. Due to the influence of traditional thought on education, traditional senior high school classroom teaching of biology is centered on knowledge delivery, by the means of knowledge-cramming, for the purpose of developing the ability of putting the knowledge learned into practice. In the process of classroom teaching, students' subject status is ignored, their subject consciousness is not awakened, and their initiative and creativity are not brought into full play. Consequently, students' abilities cannot be actively and harmoniously developed, and the students are weak in subject status. Because of the immaturity of the subject education theory, effective teaching strategies serving teaching practice are not available, and therefore the teaching principle of taking students as the principal part in classroom teaching remains at the theoretical layer of education philosophy. For the propose of reforming traditional teaching approaches, and improve senior high classroom teaching of biology, the author in this paper tries to construct new strategies of developing students' subject consciousness in senior high school classroom teaching of biology, based on the thinking of subjective education, and tries to the effectiveness of these new strategies for better serving biology classroom teaching practice.The paper briefly discusses the implication of subject, subjectivity and its characteristics: initiative and creativity. The author shows clearly his thought on the aim of subjective classroom teaching, the relationship between teacher & students, and the process of classroom teaching, and constructs his teaching strategies of bringing students' subject status into full play in biology classroom teaching, and the consequent classroom teaching based on this theory. These strategies include: 1. participation of activity, development of subject; 2. Co-operative study, mutual-motivation; 3.Harmony of teacher and students, learning in pleasure; 4. differential teaching, caring for all students; 5. Experiencing achievements, acquiring self-confidence; 6. Instruction in learning methods, learning how to study. These strategies stress students' activities of learning, and offer the teacher some advice from the angel of learning, and offer the teacher some advice from the angel of teaching. The corresponding classroomteaching program is: passionate presentation-help in reading-co-operation inthe process of teaching and learning-feedback for more instruction-practice atdifferent levels-appraisal in democratic atmosphere.Based on the analysis of the statistics obtained from experiences of these strategies in senior high school classroom teaching of biology, the following conclusion is reached: These strategies can help arouse students' interest in learning biology, improve students' biology learning, and awaken students' subject consciousness. More understandings based on the implementation of these strategies: 1.subjective teaching needs highly qualified teachers; 2. Comprehensive course in senior high school is worth experimenting.