Research On Cultivation Of High School Students' Biology Language Ability

Biology language is a system of symbols to describe and explain biological creature and life phenomena. This system of symbols includes Biology concept, Biology terms, charts and the special codes. It is an artificial language system based on nature languages. In biology education of high school, it is a necessary requirement for students to get the information correctly and explain biology phenomena using correct biology languages.The thesis is reflection of the author's study and research on the cultivation of the high school students'biology language ability. The author first introduces to us the educational background of the current reform of quality education, national entrance examination and new course, and then designs a questionnaire about biology language ability cultivation among eight classes of high school students in Ji'an County High School. The findings of the questionnaire show that the students have slight awareness of biology language and cultivation of high school students'biology language ability is normally ignored. Based on the above, the author points out the necessity of biology language ability cultivation in high school. The author further defines and interprets the three parts of biology language ability: comprehending ability, express ability and biology language thinking ability.To prove the necessity and importance of cultivating the students'biology language ability, the author has done an experimental study on efficient cultivation of the students'biology language ability by a term of teaching activities. During the teaching process, the students'biology language ability is efficiently improved by various ways: focusing on every student, training their team work ability, strengthening the interaction between student and teacher, aiming at training the students'language ability of listening, speaking, reading and writing, realizing the teachers'role as a model. The experiment is based on the two examinations in September, 2006 and February, 2007 respectively. It indicates that there is no big difference between experimental group and contrast group before experiment, while sharp contrast occurs between experimental group and contrast group after experiment. This experimental study emphasizes the necessity and validity of cultivating high school students'biology language ability.