The Research Of The Constructivism Learning Environment In The Senior High School Biology Experimental Teaching

Experimental teaching is an important part of Senior high school biology teaching, which plays an irreplaceable role in the training of the students, operability, cooperation capacity, practical ability and innovative ability, and by which, life processes and phenomena will be revealed, from the emotional to rational, from concrete to abstract. This way accords with the students' physical and mental characteristics and the law of cognition, and In addition, the learning style of cooperative learning and Learning through exploration is more suitable for the experimental teaching. Constructivism study theory is the third-largest after the behaviorism and cognitive learning theory, which advocates that in the education process, teachers should create a variety of learning environment. By this students can perform their initiative and Enthusiasm, and realize the sense construction of knowledge. This paper attempts to carry out theory and experimental research about the Constructivism learning environment in the experimental teaching, in order to build an open, independent and cooperative learning environment with a view to improving the effectiveness of teaching biology.This text adopts the documentation method, questionnaire method and quasi-experimental study. According as the result of the questionnaire and theoretical studies, quasi-experimental research was conducted to test the rationality of content and strategies.The thesis consists of five sections totally. In the first part, the article survey and analysis the actual state of the Senior high school biology experimental teaching and overviews the necessity of this selected subject. in the second part, it overviews the theoretical basis——Constructivism learning environment, analysis the meaning and biology teaching view of constructivist learning environment. In the third part, it accounts the principles, content and strategy of constructivist learning environment in the Senior high school biology experimental teaching. Keeping to the life, stimulating,cooperation and enlightening, it designs the program in the Demonstrative Experiment and independent experiment(charge3-1and charge3-3),moreover, it imposed concrete strategies for the problematic, cooperative and autonomic learning environment. In the fourth part, it conduct a quasi-experimental research; the last part overviews the study conclusion and the shortage of the research.After a semester experimental study, we can found that it was used to develop students, knowledge and capacity by building the Constructivism learning environment :(1) the creation of question situation, can stimulate the students, curiosity effectively and enhance the enthusiasm of study significantly;(2) Self-interaction to explore and improve the cognitive structure of students;(3) Collaboration, respect, and trust in the experience to explore the charm, can promote the ability of the experiment;(4) Teachers focus on the guidance and inspiration, which provide cognitive strategies for students to construct knowledge;(5) Combined with preparation and reflection, in practice to verify the assumption, in the reflection have a deeper understanding.The use of constructivist learning theory and effective guidance to the Senior high school biology experiment teaching, this give biology teachers requirements further, first we must change in teaching concepts, and foster student-centered philosophy of education, become the guidelines and the facilitator of the students, on the other hand, biology teachers should strengthen professionalism in education theory, Under the guidance of educational theory, teachers can carry out experimental research about some specific issues.In short, the construction of constructivist learning environment meet the concept and requirements of a new curriculum reform, which can play the students ,main role and the inspiring role of teachers, meanwhile, can help students develop good experimental and thinking habits in the problem analysis and problem-solving process, and then, to a greater extent to improve students experimental skills.