Application Of Constructivism Teaching Method In Junior Middle School Biology Recitation

Biology curriculum standards (2011 version) pointed out that biology curriculum in compulsory education showed the basic content of biology and reflected the nature of natural science. Therefore, by the learning of biology curriculum, students not only were required to acquire fundamental biological knowledge but also they were required to comprehend the viewpoints of biologists and their thinking and methods of solving problems during research process. At the same time, the new curriculum standards also proposed that the classroom teaching assessment of biology should emphasize process assessment and training students’abilities to combine summative assessment with process assessment. At present, it is hard for biology lessons, especially junior biology review lessons to meet the requirements of curriculum standards. Concerning this problem, this study used document analysis, case teaching, experimental study, classroom observation, etc. to analyze the current situation of review class and found that:(i) teachers lacked the knowledge of types of junior biology review questions and they simply help students review biological knowledge points by explaining exercises; (ii) students haven’t attended enough review classes, so it was hard to reach the requirements of curriculum standards for students’abilities; (iii) the teaching method of junior biology review lessons was simplex, so it couldn’t represent the experimental characteristics of biology discipline.Through further analysis, the study suggested that the root of the problem was that teachers always neglected the ability objects and affective targets required in curriculum standards in biology review lessons. So it was harder to meet the requirements proposed by the new curriculum standards of biology, which aimed to comprehensively improve students’ accomplishment of biological science by the learning of biology courses. Therefore, the study applied constructivist theory to junior biology classes to solve the above problems. It was expected that the study could provide certain theoretical basis for the application of constructivism teaching methods into current teaching practice and the study on classroom teaching methods of junior biology classes, and that it could provide certain references for front-line biology teachers to choose teaching methods in review classes at a practical level.In response to these real problems that have been existed in teaching practice, first of all, it should carry out the literature review. The author through the research for the literature in recent 10 years, and making consolidation and data analysis for books, and the author had described the theoretical basis of the theory of constructivism teaching methods and the class review, and from the four aspects to research:pedagogic, brain science theory, biology new curriculum standards and IT,it analyzed the possibilities and advantages of constructivist theory in junior high school biology recitation. Secondly, according to the characteristics and requirements of the junior high school biology course, it makes bracket teaching under the theory of constructivism anchored instruction and they were randomized into all these three kinds of teaching methods which have applied in teaching junior high school biology class review. And the design the relevant teaching cases, make the practical application in the classroom. At the same time, according to the constructivism theory and the junior middle school biology lessons’correlation theory, it designed supporting scale of classroom observation and interview outline, and applied in practical teaching. At last, through the method of academic achievement, interview and classroom observation, it summarized effect and shortcomings in constructivist teaching method in junior middle school biology teaching practice.By applying the constructivist theory into the study of junior biology review classes, the following results are gained:(1) it helps motivate students’learning interest; (2) it helps improve students’scientific inquiry ability; (3) it helps excavate students’potency; (4) it helps students construct new knowledge; (5) it helps cultivate students’ cooperative awareness and improve their interpersonal skills; (6) it puts the teaching idea "student-oriented" into practice;(7) it brings guiding function of teachers into play; (8) it improves teaching efficiency and review efficiency to a certain degree; (9) it helps build good teacher-student relationship.But at the same time, there also exist the following deficiencies:(ⅰ)it is hard to control classroom discipline; (ⅱ) it delays teaching progress.Based on the constructivism teaching methods and the different features of junior biological review lessons, the study proposed the suggestions of practical significance and operability:(1) to improve teachers’ accomplishment of constructivism and make them constructivism-type teachers; (2) to correctly comprehend "Zone of Proximal Development" Theory and correctly construct scaffolds; (3) to alter traditional teaching evaluation and conduct evaluation under the teaching background; (4) to choose teaching situation and emphasize the development of students’thought; (5) to make full preparation before class and reasonably distribute time in class.