Practice Research On Biological Education Of Senior Middle School Combining With Production Practice

As an important scientific course, biology is of great significance to promote the students'scientific literacy, human philosophy, global perspectives, national ethos, innovative spirit, practical ability, social responsibility and life planning skills. And also, it even does good to social progress, national prosperity and personal life development. On the tide of the new curriculum reform, classroom teaching pays more and more attention to humanistic concern. It advocates students to have further comprehension about the core concepts in biology in the process of solving practical problems and aims to enable students to participate in social activities and make their own relevant decisions with biological principles and methods. Meanwhile, it pays attention to help students to know correlative career and study direction, getting them ready for further study and to enter the society.In recent years, inquiry-based learning combining with production practice mode is acquired more and more attention, which achieved remarkable results of teaching. It inspires the students'interest in independent study and cultivates their consciousness of innovation. This paper theoretically and practically discusses the teaching method which combines biological teaching and production practice together. On the one hand, we demonstrate its background, causation and the current development at home and abroad. On the other hand, combining of biological teaching and production practice has a broad and deep theoretical foundation. Marxist Philosophy, Psychological Theory of Piaget and Others and educational theory can primely explain the function of production practice for achieving biological teaching aim.This study is carried out among senior high school students majoring in science, in first grade fast class and regular class. By leading the students to visit the grape wine factory to look on the producing process and taking out the experiment, in which they brew grape wine themselves, the students obtain deep understand of the knowledge about cell respiration, using which they put forward good ideas for grape wine production. We evaluate the practical effect by analysing the students'test scores, classroom state and study attitude. We also design relative tracking questionnaires to compare the practical effect and assess whether this kind of teaching meets the students'interest, makes them derive pleasure and promotes them to think. The students are also asked whether this kind of inquiry-based learning is meaningful and they have freedom to make choice or not. All the questionnaires are completed secretly. The results indicate that inquiry-based learning combining with production practice mode obviously increases the students'innovation ability, improves the relationship between teacher and student, changes the students'learning manner, facilitates their study interest and heightens their scores. By comparing the experiment results, we know that students who participate in practical process show better biology score and experimental skills. In this paper, we give a detailed analysis of practical results, summarize the research subject and briefly discuss relative problems and things to be improved in future work.