Practical Study On Cultivating Students' Autonomous Learning Ability In The Process Of Biology Experiment Teaching In Junior Middle School

In this dissertation, cultivation of students' autonomous learning ability in the process of biology experimental teaching in junior middle school is studied through questionnaire investigation from both theoretical and practical aspects. There are 3 sections in this article:The first section is introduction. Following the background of this subject, the concept of autonomous learning and autonomous learning ability are defined. At the same time, the current domestic and international research on autonomous learning is reviewed to underlie the importance of this work. Philosophy, education, psychology and the structural school are all included to give a theoretical basis to this work.The second section is the investigation of the status of students' autonomous learning ability in junior middle school biology experiment. Based on the statistics of the questionnaires on students, we analyzed along with Prof. Yule Le's autonomous learning process chart the current status of this ability from self-identifying ability, self-selecting ability, self-cultivating ability, self-rethinking ability and self-monitoring ability. The results are as the followings: it is not optimistic in rural high school to apply autonomous learning at present; the students seldom have opportunities to participate in the autonomous learning; they are neither active nor interested in biology enough, which often lead to failure to relate their own knowledge of biology to that they have learned; their abilities to choose learning contents, time management and environment are poor; self-observing and self-controlling abilities are also poor; their self-concluding and self-monitoring abilities need more improvement.The third section is the practice of cultivating students' autonomous learning ability in junior middle school biology experiment. Through designing a research on cultivation of this ability and using the autonomous experimenting strategy, the autonomous researching strategy and the autonomous cooperating strategy, we cultivated the students'autonomous learning ability from 5 aspects including self-identifying ability, self-selecting ability, self-cultivating ability, self-rethinking ability and self-controlling ability. The procedures are these as follows: laying a basis for recognition by helping students understanding the levels of their intelligence and non-intelligence and their old knowledge structure; inducing students to set up the learning target, to find their own learning habits, to schedule their own learning plans and contents, and to choose the teaching media all by themselves in order to finish the teaching task effectively; improving students'self-observing ability by ordering them to write down their learning procedures through libraries and papers; helping students to improve their self-rethinking ability by self-concluding, self-appraising and appropriately responding to others'appraisals; cultivating students'autonomous learning ability through monitoring their whole procedures of autonomous learning by themselves, therefore to adapt them to the development of society.The result indicated that all the 5 aspects were improved comparing those before the cultivation a year before.