| With the progress of the times, science and technology is developingrapidly.Knowledge is also in an explosive increase.During the study period,children face the problem of obtaining much knowledge without enough timeand energy.The main purpose of this essay is about how to make students learnthe essential knowledge in limited time, and improve their efficiency in study,instead of teaching amorphic factual knowledge.Biology Curriculum Standard (published in2011) refers that, in order to helpstudents build a logical knowledge frame and solve correlational problems innew situations, in one hand, teachers need to provide rich and typical facts forsupporting concepts; on the other hand, teaching activities should integratelearning content via the abstract and summary of facts to result in the profoundcomprehension of concepts, not just rest on the scattered facts.This essay follows the course reform of biology and is based on BiologyCurriculum Standard (published in2011).The biology textbook by Shan DongEducation Press is the carrier and it’s middle school students oriented. Thisessay also meets the requests of “being less but more essential”, proposed bythe new standard. It integrates the contents of biology in middle school stageand then achieves the comprehension and application of “important concepts”in the biology curriculum standard. This essay aims at prompting students’effective learning and teachers’ effective teaching by the integration of teachingcontents.This article will apply the method of experience summarization, casestudy method, action research, documentation method and so on. This essaystudies the current situations of students’ learning and teachers’ teaching, andthen concludes the systematic integration of biological knowledge taught inmiddle school stage. This kind of integration can help students to develop goodstudy habits and also lead to better teaching methods.According to the idea of biology curriculum standard, via analysis andsynthesis, it applies the practice study of systematic integration.It’s also basedon the system methodology and constructivism, The systematic integration of teaching contents can be divided intothree parts:The first part tells the guiding thought. That is, on the basis of learning contentsand Zone of Proximal Development, to sum up and integrate the learningcontents, then build the frame of important concepts and form a network.The second part tells the principles of integration, including the principle ofbeing based on the biology curriculum standard, the principle of being guidedby the system methodology, the principle of aiming at improve students’accomplishment in biology, the principle of regarding concept teaching as themain body, the principle of being knowledge systemic and owning operability.The third part tells the categories of integration, including the integration oflogical contents and correlational contents, the integration of inquiryexperiments, the integration of learning contents and real life. Through theseintegrations, students can understand concepts, learn the relationship betweentechnology and society, pay attention to connected social problems and play apart in solving this kind of problems. This is an important part of biologicalaccomplishment. It’s also an important way to cultivate students’ sense ofresponsibility for nature and society.The author chose two classes in Grade2of her school, which wereapproximately similar in the sex ratio, scores of biology and atmosphere. Thesetwo classes, Class6and Class8, were chosen randomly and they both own51students. After one term’s contrast test, the class which applied the method ofintegration got better grades than the contrast class.Through analysis and introspection of the experiment result, it is confirmed that,the integration of teaching contents plays a positive role in students’comprehension and application of important concepts. It perfects students’study methods and helps a lot in improving students’ abilities of thinkingsynthetically. |
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