On The Construction Of Extracurricular Classroom In Biology Teaching In Senior Middle School

In the information age, more innovative and comprehensive talents are needed, two ses sions in 2016 also stressed that "entrepreneurship and innovation education"; in order to ada pt to the development of the times, new "General high school biology curriculum standard (exp erimental draft)" requires to penetrate four concepts in the daily teaching process, and they are "lif e concept", "scientific inquiry","rational thinking" and "social responsibility".In order to understand the actual situation of students’development needs and biologica 1 learning, the author mainly uses the method of questionnaire investigation, and other resea rch methods as a supplement; the set of the Survey questions are mainly centred on the fol lowing five dimensions: ①Students’ basic situation in biology learning and development need s; ②Students’ understanding of biology; ③Students’basic situation in biology homework and development needs;④actual situation about students’participation in the extracurricular pra ctice and development needs; ⑤the situation about students’biological information acquirem ent and development needs; then collate datas by using SPSS21.0 and EXCEL, at the same time, combined with the interview results and literature review, finally, the following probl ems are summarized:teaching practice and guidance concept are out of sync, in the inform ation age, the change of teacher’s ideas and the renewal of student’s consciousness are out of sync and the current classroom teaching mode can not meet the needs of the students’p ersonality development, based on the detailed analysis of the problems, a solution is proposed-a preliminary study on the construction of extra class in Senior High School Biology Teachi ng-Extra class learning fits the characteristics of physical and mental development of middle school students, the teaching method of the extra class conforms to the DELL’s learning experience tower theory, combined with the content of biology teaching materials, the new plans of college entrance examination, the development needs of students and the training requirements of the new "standard", analyzed the feasibility and necessity of the construction of extra class, and on this basis, three kinds of extra classes are constructed:"extra class help for homework", "extra information class based on the internet" and "innovation and entrepreneurship extracurricular practice class"; "extra class help for homework"by designing three different types" living homework, operability homework, and electronic homework", uses the information technology platform to complete the homework and diversified evaluation methods to fill the excellent training. Through guiding the students, the Internet-based extracurricular information classes utilized the Internet to read and then show the results of the reading", thus made the students learn more about biology, focus on biological issues and career information in biology spheres, so that they can make their own future plans during high school years. "Innovation and entrepreneurship extracurricular practice classroom" through the design of "extracurricular experiment, visit survey and social practice" three different types of practice, stimulate students’interest in learning biology, and make the students understand the relationship between biology and life, link theoretical knowledge with practical life.Through analyzing the relevant cases, the author found that the construction of extracurricular classes in high school biology teaching can solve the problems existing in the biological study, promote students’personality development effectively and conform to the college entrance examination training mode of the new project; through the preliminary study, it is expected to better penetrate the four major biological science core ideology in the daily teaching.to realize the training goal of the new "standard", and promote the all-round development of students, enhance "students’ comprehensive ability; students are expected to move from the static knowledge, and attach theoretical knowledge to practical life; students are also expected to better understand their own growth, so that they can plan well for their future; students are expected to learn through a dynamic space, re examining the relationship between life and their own, society and the state.