A Study Of Biology Teaching Based On Graphic Organizers In Junior High School

With the tide of nationwide curriculum reform, biology curriculum conception in high school has been updated, which puts emphasis on the student-oriented active learning, adheres to the students'development in an all-round way, stresses the healthy and sustainable development of the students'individuality, provides students with various learning experience, enriches experiences, and perfects learning methods as well as extend learning space, etc. Although many a biology teachers in junior high school has turned to new teaching mode in recent years and achieved some, the time and energy students put and participated has been inadequate. In junior high schools, students are difficult to grasp the good correlation between the core concepts of biology; therefore the teaching efficiency has to be improved.Adopting the methods of literature study, quasi-experimental research, classroom observation, questionnaire and interview survey, the paper reviews graphics organizers, makes preliminary sorting of the research at home and abroad, and analyzes its theoretical basis. After continuous observations of biology class in junior high school, we grasp the general biology teaching situation in junior high school; next, utilizes the graphic organizers in experimental studies and comprises the teaching situation in experimental class with that in comparative classes; then, uses the questionnaire and interview investigation to collect the feedback from experimental class; in the mean time, presents the application effect of graphic organizers of biology teaching in junior high school.Questionnaire surveyes students'attitudes and knowledges of graphic organizers used in their biology classes, which include their interests in graphic organizers, their identification of graphic organizers'function on consolidating memory, constructing knowledge structure and improving self-directed learning ability, forming good habits of thinking, inspire the thinking, teaching expectancy and extension. Most of the students is recognized for graphics' interestingness, and their fondness degree has the highest positive correlation with the interestingness. The final exam'results show that:graphic organizers can effectively improve the juniors'achievements in biology; in addition, the girls average in the academic achievement is slightly higher than the boys, and their graphics organizers fondness degree is slightly higher than boys; For students in different learning conditions, students of high achievement have identified and used graphic organizers most frequently, next, the students of medium achievement, and students of low achievement who have high identification to graphic organizers but hardly use them be the last. The study draws the conclusions that:graphic organizers can help students grasp graphics in declarative knowledge and procedural knowledge of biology; improve the communication between teachers and students in junior high school biology teaching; give students full experiences through constructing knowledge; the applicable groups for graphic organizers are wide and different; the thinking-promoting graphic organizers should be used differently; at the same time, students need be helped to learn how to use graphics organizers properly. The author suggested:graphic organizers should be more vivid by information sciences, and their thinking-inspiration function should be emphasized; graphic organizers can be combined in the biology textbooks, and high school biology teachers'teaching idea and strategies need to be updated simultaneously.