The Exploration Of Heuristic Teaching In High School Biology Teaching Mode

Based on the teaching assignments and the objective law for studentstudy, centered in the purpose of student thinking inspiration, the heuristicteaching method is an approach which fully arouses the students’ desire forstudy and creativity in study. The essence of the heuristic teaching methodis dealing with the relationship between teaching by teachers and learningby students appropriately. With the development of the science andtechnology, the heuristic teaching method has become more advanced andintegrated and is gradually developing into an independent, cooperative,and inquiring teaching pattern under the concept of new curriculum reform.This thesis begins with the heuristic teaching theory of Confucius,which is the origin of the heuristic teaching method in ancient China. Thebasic viewpoint of Confucius is that the teacher ought not to enlighten thestudent until he or she has a full consideration of the problem. Starting fromthis idea, I step by step classify different patterns of heuristic teaching andelaborate how to apply this teaching method to the teaching process, theteaching language, specific circumstances and practical cases. In practice,taking two “science experimental classes” which I teach in the10thgrade atLiaoning Province Shiyan High School as example, by thoroughlyanalyzing the practical cases in high school biology textbooks (publishedby People’s Education Press), I illustrate the pragmatic application and development of the heuristic teaching method and accomplish the goal ofinnovating the heuristic teaching method in high school.The thesis compares the traditional expository teaching method withheuristic teaching method. By utilizing abundant data, the thesis clarifiesthe profound and positive effect of the heuristic teaching method. It is alsomentioned in the thesis that the heuristic teaching method does not alwaysfit for all the curricula and is not necessarily applicative for the entirecurriculum. Integral analysis and comprehensive plan, which based on thespecific material contents and how well students have mastered theknowledge, are strongly demanded. Without these preparations, it may endup that the time in class will not be sufficient for teaching and for studentsto discuss and analyze. Under this circumstance, the students would thenlose the motivation for study and the heuristic teaching method would justbecome speciosity without any practical effect. Therefore, the thesisattaches emphasis to the strategies that can efficiently enlighten thestudents, how to make good preparations, how to choose the best time toenlighten and how to skillfully apply the heuristic teaching method intopractice.At the end of the thesis, from my personal experiences, I ponder overand summarize the heuristic teaching method in high school biologyteaching. I believe much remains to be done to increase the teachingmethod. What teachers need to do is seeking the point at which the heuristic teaching method works smoothly. The heuristic teaching methodis not an end, but a means to an end. Our ultimate purpose is providinghigher quality education, motivating innovation and promotingcollaboration as well as the spirit of inquiry.