The Construction Of Teaching-guidance Aided Self-learning Mode In Junior High School Biology

Based on related teaching method and teaching practice, this research focuses onthe study of teaching-guidance aided self-learning mode in junior high school biology,using the method of teaching experiment, the literature and the survey method. Thislearning mode is aimed at every student so that they can understand how to learn,explore and question. Its main features are: the shift from the traditional lecturing "me"for students to encouraging the students’ active participation in the style "me thinking",which reflects the dialectical relationship between individuality and commonness,synchronous and asynchronous, basis and improvement. It is committed to improvingthe students’ interest and cultivate the learning ability, and improve the health ofstudents personality. Based on the teaching guidance made by the teacher, the studentsare guided to conduct self-study step by step through the "self-index","cooperativeinquiry" and other related activities in the learning process. And they obtain knowledgeand form the active learning attitude. this mode aims to develop the students’ dominantposition in learning, as well as their individuality. It focuses on the student participation,cooperation, exploration and learning guidance, highlighting the development ofstudents’ independent learning ability and learning habits.The use of teaching guidance creates a relaxed and harmonious learningenvironment, and establishes a democratic and equal relationship between teachers andstudents, where teachers encourage students to boldly put forward a different view,allowing them creative thinking, which helps stimulate students’ imagination anddivergent thinking. Learning knowledge through self-exploration helps theimprovement of students’ scientific accomplishment, upgrading their knowledge, ability,emotional attitudes, values, and so on.This essay is divided into five parts. Part one is about raising the issue and thepresent research situation at home and abroad. Part two a general overview of theteaching-guidance aided self-learning mode, mainly about the meaning, characteristics, theoretical basis and significance of the mode. The third part describes the teachingobjectives and implementation steps. The fourth part lists the different structural modelsof different class types. The last part talks about the achievement and experience of theimplementation process.