Study On Teaching Value Of Biology Experiments For High School In New Curriculum Standards

The teaching of experiments is very important and difficult in biological teaching. The new curriculum standards suggest that every teacher should give students opportunities to take part in the experiments or other activities. In fact, the development situation of students' experiments is not optimistic. And most main reason is that not each experiment in textbook is done during the biological teaching. Teachers have different views on this matter. Some point out that many schools lack of laboratory hardwares, but others attribute to the insufficiency of biological class hours. Whether every experiment in the textbook is worth practicing, and whether every experiment has teaching values, few educators do some research on this.This essay will analyse the teaching value of experiments for senior high school in the new standards, and emphasize the importance of the experiment teaching in the new curriculum.In this study some methords are used such as analysis on education literature, education investigation, education observation and so on. The system of experiments is concluded in the new curriculum standards, the textbook of the People Education Press and the textbook of the Jiangsu Provice Education Press. The teaching value is compared in textbooks of the two editions. Furthermore, in this paper, the teaching value of a typical experiment in our country is compared with that of America. In the time of fundamental research, investigations are conducted on the spot of the experiment completion in Jiangsu Province. Therefore the author gives some advice to teachers on experiment teaching. More importantly, the evaluvation on the teaching value of experiments is drawed and the classification of it is done correspondingly. At the end of this study three conclusions are brought out. The first is that teachers should grast the teaching value of experiments on the whole. Secondly, the the implementation of biological experiments is the premise of realization of the teaching value. The last one is how to select the experiment to realize the teaching value. The principle may follow three laws: integrity principle, pointed principle and feasible principle.