High School Biology Teaching Design Of Advance Organizer

The advance organizerwas proposed by the American educational psychologist Ausubel. D. P in1960.It not only belongs to the typical teaching strategies,but also is a kind of clear, stable guiding materials, more abstract and general,which is showed before the learning of the new knowledge.These guiding materials, having the higher level of subsumtion,can help learners to forming the cognitive structure,to associate the new key content and the original idea and to promote meaningful learning.In recent years, the advance organizer as a teaching strategy has been widely used in the actual classroom teaching with the promotion of the new curriculum standard. The present study shows that domestic and foreign research on this strategy focus on theoretical research, exploration and application of individual knowledge types. However, research on design principle, types, application of this strategy is mixed and disorderly scattered, there is no systematic research and system of reports yet. In addition, the advance organizer are designed for a specific discipline characteristic and the teaching content. Recent studies mostly focus on knowledge of high school biology, however the strategy study in biology teaching in junior middle school is little. Therefore, this research has certain theoretical and practical value to design the Advance Organizer Teaching strategy. So the research on systematic research for the advance organizer design, respectively expounds from two aspects of teaching process design and teaching material design. In addition, this research is mainly to the junior high school biology textbooks, to explain the relevant research and conclusion, to alleviate the lack of biological knowledge of junior high school level in traditional biology teaching.This study analyses and summarizes the research results of many scholars, try to grope the advance organizer teaching strategy principle, method, design process, Analysis of the knowledge presentation in the current junior high school biology textbooks,in order to ensure the pertinence and the flexibility of the organizers design. The study on the advance organizer design is made by using the different teaching strategies in Class2Grade8and Class1Grade8in National Experimental Middle School, Linqing City, Shandong Province.The class2grade8(57p),set to explore the experimental group, is the advance organizer teaching intervention. While class1grade8(50p) is arranged in parallel control group. A test is given after8hours of classroom teaching in order to detect and to analyze the actual effect of the strategy. The detecting results between the experimental group and the control group are significantly different(P<0.01) in the biology learning in the middle school. The results show that the advance organizer teaching design has a positive effect on students’understanding, memory, master.The study concluded that the design Organizer Teaching Strategy is to design an efficient teaching strategy, effectively to students in the process of the biological knowledge acquisition, retention and migration. In the process of teaching and the compilation of textbooks, this strategy is effective for the students in cognitive training.