The Initial Research Of The Exploratory Bio-experimental Teaching System In Primary School

In the 21st century, the development of the bio-science has been supported byits moderntheory and experiments. The need for the talents in this century requires people withinnovative ideas, rich experience and high quality. Biology curriculum takes on the task ofcultivating talents with abilities of experiment and experience and innovative ideas. Thefunction of the biology experiment in the teaching takes more and more priority in manycountries. In our new curriculum reform of the elementary education, bio-experimentalteaching will be reformed, the exploratory learning will be advocated, and the exploratoryexperiments will play a more important role. However, many factors, such as theadministration systems of school, the teaching ideas of teachers, the guidance of the entranceexamsforhighschool,andthebackwardevaluationandsoon,leadtothe presentlybackwardsituation of biology experiment, which prevents the development of the wholebio-experimental reform. The lack of variety in teaching mode has already been the"chronicandstubborndisease"inthebiologyexperiment.Therefore, as a teacher of biology, the author explores the teaching practice ofexploratory experimental pedagogy advocated by the new syllabus, and then finds out a newteaching mode which combines the advantages of both the traditional experimental teachingand the current exploratoryone, named"twice-exploring method". This mode comprises fourstages: 1) preparation under teacher's supervision; 2) testifying experimentation; 3)exploratory experimentation; and 4) communication and evaluation. The mode is featured bythefundamentality,originalityand acceptability.In the thesis, the author, firstly, elaborates on the necessity of experimental teachingreform through analyzing the current situation and trend of the global experimental teachingreform; secondly, analyzes the foundation of educational psychology which is the base ofcurrent exploratory experimental teaching; thirdly, makes analysis of the whole design, themain process and the characteristics of"twice-exploring method"teaching mode. In the end,the author summarizes the achievement and problems of her two-year exploratory teachingpractice.