Strategy Research On Active Learning In High School Biology Teaching

"National medium and long-term educational reform and development plan"requirements: pay attention to the cultivation of students autonomous learning,self-reliance and the ability to adapt to society, to overcome the"examination-oriented education" tendency, and comprehensively improve theoverall quality of high school students. Further promote the curriculum reform, fullimplementation of curriculum plan, ensure that students complete the national artsand other courses. Through this study, hope to have an in-depth understanding ofthe advanced teaching idea, curriculum reform, to seek the effective cultivation ofhigh school students active learning biological strategies, these strategies are verifiedby practice for later use in the teaching process in the future, to improve theteaching effect.In this paper, through the search and analysis of actively learning literature,this paper expounds the present situation at home and abroad, actively learning, andalso will give them a preliminary initiative learning and actively learning strategydefinition. From high school students psychological characteristics of high schoolstudents in active learning, analysis of the current situation, the high school biologyteaching requirements," national medium and long-term educational reform anddevelopment plan " requirements," curriculum idea " ordinary high school biologycurriculum standard, requirements of biology teaching in senior high school, basedon the cognitive theory and construction theory feasibility of implementing thestrategy of active learning in high school biology teaching is to guide the analysis, Inorder to reflect the concept of the new curriculum reform.This paper adopts literature research method, survey method, action researchmethod, case study method, experience summary method, the current status ofstudents study, teachers teaching problems. Study of different class, leads the students to learn the different teaching content, teaching process, teachers usingsituation creation, guide strategy, emotion and so on. Each kind of strategyimplementation and the expected effect reaching degree; the student active learningclassroom states analysis and learning efficiency evaluation of classroom content ofindividual student learning styles. Evaluation of teachers and students and selfevaluation: the teachers teaching reflects for active classroom strategies to explorestudents feedback implementation and expected effect is reached, furtherimprovement and development of promoting students active learning strategies.The paper on the strategy of active learning in biology teaching of senior highschool: for example, students, teachers view and teaching view update development;clear learning objectives, establish a correct attitude towards learning, to develop thehabit of active learning; to create active learning atmosphere, to stimulate studentsactive learning interest; the creation of a variety of teaching situation, stimulatestudents in active learning motivation; stimulate, rich perception, arousing thecuriosity.The topics chosen for the biological and teaching the second semester ofhigh as active learning stages of implementation strategies, selected two classes ofstudents to control experiment, analysis of the final exams. Students after theexperiment results display, active learning strategies used in biology teaching,student achievements can improve be significantly affected. In addition, students inthe experimental class conducts a questionnaire survey, the results show someinitiative in the use of learning strategies to enhance the students of biologicalinterest in learning, has a certain effect on the cultivation of good learning habits.Of course, this research also has some shortages, such as, not all activelearning strategy has been used, students initiative to mobilize, practice time and thepossible problems are not shown, and need further research space.