Research Learning In Middle School Biology And Change Of Teachers Teaching The Concept

In order to adapt the demand of talents in the new century, one of the important measures amongour country’s basic education is to reform the current course structure system, the appearance of theResearch Study course is the inevitable reflection of education adapting social development. Researchstudy is under teachers’ guide, on the basic of students’ independence and exploration, selecting anddeciding the special subject from both the students’ and society’s life, making the research by oneself orteam work, and getting, applying, solving knowledge actively during the research process. It’s also thecurriculum reformation we take to implement the quality education, cultivate the students’ creativity andpractice ability, transform the way of study and teaching.Biology is an investigative strong experiment subjects.Conducting research learning In Middleschool biology teaching,not only can better development and improve the students’ learning biological andscientific level, but also can promote students’ learning style of change, make the students from the passiverecipients of knowledge into explorer, experience and experience science inquiry process, thus stimulatesthe student to study the interest in biology, comprehensive training of the students’ biological scientificliteracy, make the students’ various ability was improved.The effective implementation of the inquiry learning courses depends on the understanding andreflection of teachers about research learning. The teaching idea transformation is the inevitablerequirement of developing inquiry learning. During today’s biology teaching, quite a number of teachersare still guiding their teaching practice with old thinking and the old ideas In the face of the new educationsituation. The education idea obsolete phenomenon is still quite serious, to adapt to the new development ofThe Times, changing the teachers’ teaching idea becomes a difficult task that teachers face. In view of thissituation, the subject that teachers’ ideas change can promote the development of biology research learningcourses is discussed from the point of view of the theory and practice in this article. The transformation ofthe notion of teachers should be completed mainly through the following five aspects:First, teaching aim turn to diversification。The course aim of Research study emphasis more onstudents’ practical application of knowledge skills, emphasizes that the own practice and experience and knowledge and skills of the actual application, and not just through the textbooks and teachers get indirectknowledge, complete the general understanding and mastering. The process of Research study requiresteachers to change the teaching aim, from students in the learning process just pure knowledge get for thepurpose, to not only focus on students in the learning process knowledge and skill comprehensiveconstruction. But about students in the process of learning the emotion manner and the spirit form. Alsopay attention to in practice ideology, the emotional and the sublimation of mental state.Second, teaching evaluation standard to diversity. Teachers’ teaching research study shouldchange the rules of students’ grades as the only evaluation way and take the scores as the results to makeguide, Change the narrow teaching evaluation and set up the positive evaluation of teaching ideas, anddiversified development of evaluation. Teaching evaluation should pay attention to the studentsparticipation in research and exploration experience, focus on students’ ability of finding and solving theproblems, cultivate the ability of collecting, analyzing and using the information, form the habit of thescientific attitude, science ethics and scientific thinking, scientific research method, pay attention to thestudents’ sharing and cooperation consciousness, social sense of responsibility and mission formation.Third, establish the big class view with comprehensive usage of various teaching resources.Because research learning is based on learners as the center, taking the question as the guide, withcomprehensively and diversely learning goals, integrating and opening study content, autonomy andparticipation learning process, the flexibility of study form etc. these unique features cannot be supportedby the traditional classroom teaching. Teachers must complete the teaching environment from the close toopen, teaching material contents from static to dynamic, establish the big class view with comprehensiveusage of various teaching resources to better implement research study.Fourth, optimize the teaching process and pay attention to the students’ learning process. In theteaching process teachers pay attention to let students understand the source of knowledge, characteristicsand regularity, help students to understand the source through phenomenon, so as to better understand therole of knowledge and develop the corresponding skills. Through make the student master the knowledgeand training to access to the relevant skills of the process and the method, also through paying attention tothe students’ way of learning, process, and ways and means to grasp strategies of the learning to achieve thepurpose of learning.In the process, students and teachers through the cooperation communication found problems, this paper puts forward to analyze and solve problems and to gain experience, knowledge, one’slife experiences and life experience together, not only fell the connotation of the knowledge, but also getthe rich spirit and the developing personality.Fifth, The diversity of teaching strategies. In research learning, many problems researched bystudents don’t have the single knowledge limitation, more attention has been paid to social and reality,Depending solely on students’ personal study or some subject teacher’s original knowledge system to finishthe investigative study cannot be came true. Form teaching method diversity, and notion of the informationdeliver multiplex with multilateral cooperation is requirements of Research learning...