The Teaching Practices To Facilitate Students’ Autonomous Learning In Senior High School Biology By Adopting Concept Mapping Tools

The new curriculum attaches great importance to a variety of learning styles andadvocacy role in inquiry learning, inspiring observation, experiment, investigation, datacollection and analysis, cooperation and experience, perception and reflection, to guide thestudents to construct knowledge actively, realize the diversification of learning methods,fully tap the new teaching material in material for autonomous learning is particularlyimportant.Concept mapping is very popular in teaching practices in developed countries, and itexpresses the knowledge structure in the form of visual image, and presents the thinkingprocess efficiently and contact of knowledge, guides students to build knowledge, deepenthe understanding of knowledge, so as to improve the learning efficiency. Concept map is atool for knowledge organization and characterization, which includes many concepts, aswell as the relationship between the concepts. We, by concept mapping in teaching practice,tries explore the effective concept map construction and autonomous learning teachingapproach.In this study, the literature research, questionnaire survey and practice researchmethods, such as the school teaching how to effectively construct concept maps andcultivate students’ autonomous learning ability, have been used.Four classes, including two experimental classes (Class1and Class2) and tworegular classes (Class4and Class12), from a four-star general senior high school inJingjiang city were selected for this study. The data of biology academic performance insenior entrance examination were used as the basic data prior to this study. Theexperimental group of concept map to construct the training and guidance for autonomouslearning case teaching, through the interview survey, comparative economics knowledge test three times. The data of academic performance post this study were then analyzed. Theresults allow us to draw following conclusions:1. The applications of concept map to inthe biological teaching of high indeed can improve the biological performance of highstudent, for different types of students, as experimental classes of students, becauselearning to accept ability is strong, biological improvement in even more significant.2.Based on the strategy of concept map in a biological teaching, especially in experimentalclasses to get students’ autonomous learning ability.