A Practical Study Of Learning Method Guidance For Students's Autonomous Learning In Senior 3 Biology Teaching

In current education, the real aim is to teach a person, not to teach knowledge. To teach students how to learn is the real aim of the worldwide education reform. An illiterate person in the future will no longer be the one who can not read, but the one who can never learn how to learn and never knows how to learn, exactly the one who can not learn autonomously. The real situation of biology teaching in modern China is that teachers attach much importance to learning through passive acceptance but not through practice and experience. The overwhelming majority of teachers still follow the old teaching ideology in which learning should be subordinated to teaching, ending up with the ideology of new curriculum not being put into practice thoroughly. Students'learning methods are in shortage and in lack of science. They work hard but not effectively and they often get low grades in the exams. The main reason for the phenomena is that they have not mastered the scientific method of learning. So in order to teach students how to learn, the author here puts forward the idea of promoting students'autonomous learning in senior 3 biology teaching through learning method guidence, keeping a foodhold in reality and integrating the features of the science of biology teaching.Firstly, the author finds out the students'background through questionnaires, interviews and sitting in on classes. Next, the auther selects two classes from senior 3 to form subject classes as group A (level midium) and group B (level lower), in which the contrasting research is done for an hour once a week. Then, the author carries out the strategies of learning method guidence---five cores and programs, which contain emotion and attitude guidence, time planning guidence, lecture attending guidence, reviewing guidence and exams-taking guidence, by the combined means of lecturing teachers, interviewing students, interviewing top students and guiding in accordance with students'aptitude. Most importantly and efficiently, the author always keeps a foodhold in reality and integrates the special features of the science of biology teaching, setting out from the accordance and aptitude of the students and following the science of psychology. The experiment is at the same time tested through the results of qutionnaires, final exams, imitating exams and NMETs. The result of the study shows that students have improved their grades in the exams and made obvious progress in cultivating interest, forming good habits and applying strategies after they were guided in learning methods, and that students have developed the ability to learn more autonomously. It also shows that this guidance benefits the students of medium level notably but has little effect on students of lower level.In the author'opinion, the key to autonomous learning is teachers'guidance of learning methods. To promote autonomous learning and improve the students'comprehensive skills and their grades in the exams, teachers should guide students to learn scientifically. The principals are: to teach in accordance with students'background knowledge and cognition law, to teach in accodance with students'common psychology nature, to teach having eyes on improving students'comprehensive ability, and to teach in an orderly system. In the author's eyes, to teach students how to learn is exactly an orderly system, and some basic links and factors that affect students'learning also form an orderly system as well. Teachers should guide students'learning methods systematically, integratively and planningly in the above orderly system. Only in this way of cultivating students'learning ability in accordance with their aptitude effectively can teachers help build the fundamental base for students'lifelong learning and meeting the needs for future life.