Practice Of Student Engagement In High School Biology Teaching

Under the pressure of National College Entrance Examination (NCEE). compared with primary and junior secondary school students, senior secondary school students are less willing to participate in conventional classroom settings. Most senior secondary school students tend to accept information passively. Students’lack of independent thinking leads to low study efficiency. Through teaching practice, the author realized a lack of methods and strategies to encourage students’participation in senior secondary school biology class. A thorough study of students’participation is an important precondition and assurance to improve teaching effectiveness. In this paper, the author gives a thorough analysis of reasons behind low level of students’participation in senior secondary school biology class. Based on teaching experience, the author proposes several strategies to improve teaching practice and effectiveness in senior secondary school biology class.This paper is organized into five sections. First section introduces the formulation of the question and the significance and methodology of this study. Second section summarizes the current state of research in this field using literature research; defines relevant concepts of "student participation" and "level of student participation"; establishes the philosophy and educational psychology foundation; proposes four principles of student participation:and discusses the feasibility of this study. Third section first introduces the methodology of our survey on student participation in senior secondary school biology class. Questionnaires, interviews and classroom observations are used in the survey. Then the author analyzes reasons behind the lack of student participation from various angles using survey results. This section provides evidences and support for the fourth section. Building upon the analysis in the previous section, the author proposes strategies to encourage student participation in biology classroom. These strategies are:building harmonious teacher-student relationship; creating democratic classroom; evaluating student classroom performances objectively; implementing teaching objectives in New Curriculum Standard and diversifying curricular and extracurricular activities. The last section concludes findings in this study; discusses limitations of the study; and provides suggestions for further research In the paper, the author creatively uses firsthand teaching experiences in formulating strategies to encourage student participation in senior secondary school biology class. For biology teachers, these experiences, such as innovative evaluation methods, are invaluable in their teaching practices.However, to encourage student participation, theoretical discussion alone is not sufficient. Theories must be complemented and enhanced by practices. Moreover, different students have different needs at different educational stages. Therefore, conclusions of this study should be viewed from a developmental and connective perspective.