The Impact Of Learning Situations For The Middle School Biological Concepts Study

Middle schools at home and abroad have made great reform in biology curriculum. To improve scientific accomplishment and to promote scientific inquiry ability are the key points of the reform. Middle school biology curriculum standards in china explicitly put forward that teachers should abide by the concepts of " active inquiry learning" and "important concept transferring" in teaching. Meanwhile, teachers should encourage students to build up connection between inquiry learning and biology conception constructing. Inquiry learning is not only a kind of learning method, but also a kind of scientific knowledge. Scientific concept is the basis of scientific knowledge. Mastering scientific concept is one of the purpose of inquiry learning and it can improve inquiry learning in return. Constructivism learning theory is learner can acquire knowledge by interacting with the learning environment. This theory can help learners change their own knowledge structure. In the process of learning, learners are the cores. Learners would acquire knowledge influenced by external stimulus and the learners would be changed from indoctrination objects into knowledge inquiring constructors. Students ’knowledge building is based on the teachers’"situation creating". Teachers should help their students to expose, explore and solve the problems in the created situation. So, the new curriculum standards encourage teachers to create more proper situations for the students to carry out inquiry learning and knowledge building. The purpose of doing relevant experiments is to study the two different situation creations. It means to check whether the students’ biology test results are different in between inquiry learning situation and reception learning situation. My research method is experiment method,that is,single factor experiment. I created inquiry learning situations and reception learning situations to help my students learn biology concepts. I did repeated experiments. The experimental data are statistically analyzed. The experimental results can match with experimental hypothesis.1. The results before and after tests indicate that students have made progress in the tests by learning in inquiry learning situation and reception learning situation. By comparing the average independent T test to prove significant difference。2.The analysis on three different group students (after taking experiments)indicates that the students’ biology test scores in the inquiry learning situation are higher than that in the reception learning situation. By comparing the average independent T test to prove significant difference。 The further analysis on test results (after taking experiments) shows that:1.The levels of students’understanding specific biology concepts in the textbook are the same in the two different learning situations. But students would understand the unspecific biology concepts better in the inquiry learning situation.2. The definition on biology concepts are different in middle school. We use genus and differentia method to definite the phytogroup which are familiar to the middle school students. Meanwhile, we use method to definite the phytogroup which are unfamiliar to the students. The students’ test scores in the inquiry learning situation are visibly different with that in the reception learning situation.