Investigation Of The Effective Teaching Of High School Biology Based On Transfer Theory

Knowledge transfer is widespread in the learning process, the understanding ofknowledge, using all cannot do without migration. Cognitive structure theory believesthat the impact of new knowledge to obtain and maintain the biggest factor is theexisting cognitive structure. In this paper, combined with the characteristics of biologyin senior high school, in order to transfer theory as the instruction, has carried on theteaching practice, summarizes the migration ability to improve the efficiency of studentlearning, help students form an important role in biological science literacy, complete.Puts forward how to help the students form the consciousness and transfer method,introduces the method and strategy to promote students’ active migration.The promotion of biological knowledge transfer teaching strategies are:(1) and thecultivation of students’ interest in learning, realized by emphasizing the importance ofbiological disciplines and creating "context of problem";(2) optimize students"cognitive structure, including the analysis of the original knowledge structure, the useof advance organizer strategy, strengthen the basic concept theory teaching, enhanceknowledge inclusive, differentiability and stability;(3) by changing training toovercome the thinking, to focus on learning based, hierarchical, thinking, diversity andintegrity.The case introduces, vivid display of relevant teaching strategies, and through theteaching practice of half an year, setting the control class and reference system,on the migration theory in the classroom teaching demonstration. In the course of thestudy, through contrast and distributing questionnaires, reflects the positive influence tothe high school biology teaching ability to migrate. Research on the combination ofqualitative analysis and quantitative analysis, the integrated use of SPSS.13.0andEXCEL2010statistical software for data statistics and analysis, draw the conclusion.