The Practice Of Experiential Teaching In High School Biology Classroom Study

Traditional classroom teaching is emphasized that teachers teach and students of knowledge for knowledge and memory, this kind of teaching the students’ lack of thinking and understanding of the knowledge space, the harder it comes to teaching the essence of situational perception and emotional sublimation, and education of the students.At present, the biological concept of the new curriculum advocated teaching for all students, emphasizing inquiry-based learning to encourage the creation of a lively classroom atmosphere. Experiential teaching is respected as a teaching model in recent years, some middle-school, the teaching strategies focus on knowledge and real-life contact, so that students appreciate the importance of knowledge from familiar examples. Therefore, the teaching strategies in the process of implementation of biology curriculum has obvious advantages. It allows students to learn in the real-life experience of teachers set the scene, so that students experience the process of knowledge acquisition, in particular, helps students understand the knowledge, memory, migration and application.Researchers in the summary of the basis for the previous number of research, drawing on the experience of national experts design teaching strategies to further explore the experiential teaching methods suitable for high school teaching. The researchers tried by the attempt of the teaching strategies to help students improve their learning data receiver, to broaden the classroom information exchange channels, so that students at the scene of the teachers to actively thinking and experience, and gradually build the structure of biological knowledge, while increasing students’ sense of achievement and academic standards.Researchers Tianjin ninth Senior High School second grade two science classes of50students in the study, were set up in the experimental classes and control classes; to intervene in the control classes using conventional teaching methods, the experimental class experience teaching. To further explain the difference of the experimental class students in the knowledge structure, academic achievement, learning a sense of interest in learning and control classes, the researchers used independent samples T-test with respect to their statistical analysis of data. The preliminary findings show that high school biology classroom to carry out experiential teaching methods can significantly improve the academic achievement of students of biological, improve students’ knowledge structure. The experimental class of biological academic performance significantly better than control classes (P<0.01), the experimental class students to understand the knowledge, memory, migration and application capabilities are significantly better than control classes (P<0.01). Experience teaching, fully mobilize the students a variety of senses involved in the biological course, the dull knowledge visualization, and is conducive to the students to construct knowledge with practical application. In view of the experiential teaching can help students to be easy, and efficient learning experience to enhance students’ confidence in learning, a sense of accomplishment and joy in learning, statistical analysis showed that the experimental class students learn the feeling of success was significantly higher than the control class (P<0.01). Further analysis of the four factors of learning and a sense of scale in the sense of accomplishment subscale, the experimental class students learn a sense of accomplishment in the control classes (P <0.01), the results show that the experience teaching to enhance students’ self-efficacy sense of self-satisfaction, as well as foster a positive learning emotions. In addition, experiential teaching methods can stimulate the motivation of the students ’biology curriculum to enhance students’ motivation to learn, enthusiasm and creativity.In this study, the preliminary conclusion that, when practicable, in the implementation of experience teaching high school biology classroom. Experience teaching the student activity resides in the study of biological knowledge into the game resides in inquiry learning process, and optimize the students ’academic performance, improve students’ knowledge structure and improve students ’sense of achievement, and strengthen the students’ initiative are effective.In this study provides a wealth of experience teaching design cases and classroom implementation strategies to meet the goals and philosophy of the new high school biology curriculum reform. In this study, not only provide valuable practical experience for classroom teachers to carry out experiential teaching, but also provides an important reference case for the reform and development of biological teaching methods.