Junior High School Biology In The Structure - Mode Of Constructivist Teaching Practice

With the continuous innovation of textbooks and presentation of novel concepts in course standards, the objective of biological education is to educate students, improve quality education of biology and lifetime development for students. Being guided by systematic science and modern cognitive psychology, teaching system of biological construction in junior high school has an object orientation of subject literacy, emphasizes understanding of two kinds of construction and and creats problem scene by studying module to help students learn spencial kinds of knowledge or solve goven problems. This system is towards fundamental questions of "what to teach" and "how to teach" in classroom teaching, attempting to have construction as the core content to instruct the students to grasp basic knowledge structure and methods for solving the same kind of questions and help them change their knowledge into wisdom in order that they are able to draw inferences about other cases from one instance. Meanwhile, multiple teaching forms are applied with the main theme of construction to establish a harmonious learning atmosphere. Co nsequently, the classroom teaching not only inspires students'thinking, but also be imbued with viatility, combing efficiency with quality.This paper firstly introduces relevant knowledge about construction teaching, which describes the scienctific core concept on the basis of studies at home and abroad, pursues corresponding theories, presents values of construction teaching with characteristics of the subject and the role of construction teaching in course of junior biology. This paper especially carry out a positive and pertinent discussion about the practice problems during application of construction teaching. An operation mode "structure-construciton-teaching-four parts" is concluded in this paper, i.e. introduction of new lessons, clarification of objectivs, variant training in seeking methods and classroom test of feelings and feedback validation. Then, compare the achievement of test class and control class. It is concluded that construction teaching can promote study of students, improve quality of biology teaching, reduce burdens of both students and teachers, increase professional teaching level and present problems exsiting in the test.