The Experimental Study Of Learning-as-principal Instructional Design In Biology In Junior School In The Web Environment

With the overall unfolding of the new curriculum reform in our nationalfundamental education, the long-used primary and secondary school teachingprogram was changed into curriculum criterion, which reflects a neweducational conception in the aspects of training aims, course contents andteaching modes. The teaching methods of teacher and the ways of learning ofstudents are all different from that before. The task was put forward under thiscircumstance. It aims through the experimental study of thelearning-as-principal instructional design in biology in junior schools in the webenvironment, to introduce the technology of instructional design, web mediaand the learning-as-principal educational conception into biological classroomin junior schools, to construct a new kind of classroom instructional design. Italso analyses the results of the experiment, and explores the actual effect of themode in realizing the curriculum's three-dimensional teaching target, especiallythe changes in students' ability of self-regulation of learning, ability of blazingnew trails, learning attitude and information attainment etc. It finds theconjunction of the instructional design theory and practice. It will changeteachers' instructional ideas, and improve the ability of instructional designwhich embodies the new curriculum conception of learning-as-principal, andthe developing ability of instructional system, in order to promote the reformprocess of new curriculum and the teaching quality.Scanning the present educational study achievements at home and abroadthe learning-as-principal instructional design in biology in junior schools in theweb environment, there is no ready-made classroom instructional design modefor reference. Basing on the learning theory of constructivism and humanism,and new course educational conception, choosing the multi-media computertechnology and web technology as the first choice, taking the third generationinstructional design mode for reference, we construct by our own thelearning-as-principal instructional design in biology in junior schools in theweb environment. And according to this we develop the instructional system,design learning-as-principal situation and teaching process.The equal-group experiment design was used in the experimental study tothe learning-as-principal instructional design in biology in junior schools in theweb environment. The subjects are junior school students. The samples are twoof the classes of Grade One of junior school in Binzhou Experimental School.The time began from the second week of a new term—the middle of Sept.2004.The teacher used learning-as-principal instructional design in experimental class,and used teaching-as-principal instructional design in the other class. The use ofmedia, teaching activities and ways of teaching design were clearly defined inthe two different Instructional design in the experiment.The observing variable quantities in the experiment are the students' marks(closed test-paper marks and open test-paper marks) and learning characteristics(including active learning, learning attitude, information attainment,co-operative consciousness). The questionnaire was used to measure thelearning characteristics. The experimental data were treated with SPSS10.0statistical soft ware.The experimental results show the learning-as-principal instructionaldesign in biology in junior schools in web environment, which was guided byconstructivist learning theory and new course instructional conception, witchused modern instructional design principle, accord with the students' learningrules and learning character. Satisfactory effects were made, as follows: thelearning-as-principal teaching mode not only improve the students' grade andability of dealing with actual situation, but also promote clearly the students'active learning, their learning interesting, their information attainment and theirco-operative consciousness.The experiment lasted only two months. But we really felt its goodness of"the learning-as-principal instructional design in biology in junior schools in theweb environment". Beside this, we got other profits: the students got newlearning experience and mental feeling in the classroom of learning-as-principal.The classes were called forth the vigor of life. Through the co-operationbetween the teacher and the students, and the students, usually neglected intraditional class get effective development and use. The students have learned tothink in the meaning construction. So they have got a lot of learning treasurewhich they will enjoy for their whole life;Through acting on their own, thestudents really understand that learning cannot be replaced. They strengthentheir learning responsibility. The teachers think over his teaching, the newteaching conception of the meaning construction, new methods and modes inreal situation. He with the students comprehends and grows up.