The Practice And Research Of Generative Teaching Method Of Biology Experiment In Senior High School

The practice research on the generative teaching of biotic experiment insenior high school is one of the important contents in the new curriculum reform.However, the "generative teaching” hasn’t been focused by lots of teachers ofbiotic experiment in senior high school. This research is aimed to resolve theproblems that existing in the generative teaching of biotic experiment in seniorhigh school via the generative teaching strategies in the biotic experiment insenior high school, and then explores the methods and paths to build thegenerative teaching classroom of biotic experiment in senior high schoolThis research adopts the random lecture attending and case analysis method，firstly conducts the experiment generative teaching research and analysis on partsof teachers and students in Senior One and Senior Two and their experimentclassroom process in school in the Gulou District of Nanjing City (NanjingUniversity Attached School) and other senior high schools in Gulou District ofNanjing City (Nanjing29th Middle School, Nanjing Ninghai Middle School,Nanjing Tian Jiabin Middle School, Nanjing4th Middle School, Nanjing12thMiddle School and Nanjing66th Middle School). Secondly, introduce thegenerative teaching mode into the Senior One experiment classroom, adopt theexperimental generative teaching mode in the experimental class, and adopt theconventional teaching mode in the control classroom. Carry out the questionnairesurvey on the experimental class before and after the experiment, and use theSPSS19.0sotfware, conduct the difference analysis on the front and backacademic records of the students, and the conclusions are shown as follows:1.At present, the problems that existing in the generative teaching of bioticexperiment in senior high school: the formalization of the generative teaching ofbiotic experiment in senior high school; randomization of the generative teachingof biotic experiment; severe drain of generative resources in the experimentalclassroom teaching, only55.6%observation and emulation classrooms adopt thegenerative teaching method.2.The factors that influence the implementation of the generative teachingof biotic expeirment in senior high school: different theoretical understandings ofteachers; the limitation of experimental classroom system; the personal problemsof the experimental teachers; the restriction of experimental teaching resourcesand the simplification of experimental teaching evaluation. 3.Propose the generative teaching strategy: the teachers shall set up acorrect philosophy and improve the teachers’ quality; the teaching activities shallbe designed lfexibly，effectively catch the generative teaching resources; andestablish the multi-evaluation system oriented by students.4.The outstanding results of generative teaching show in:①The experimental classroom of generative teaching can suiffciently givefull play to the dominant role of students，promote the learning ability ofstudents’ experiments, cultivate the exploration spirit, and improve theperformance of students. The performance in the experimental classroomincreases17,2%, but only7.8%in the control classroom. The difference isremarkable, which indicates that the students in the experimental classroomachieve obvious progress, especially the students with learning difficulties.②The implementation of generative teaching in the experiment canenhance the professional quality for the teachers, improve their teachingcapability. In the teaching, the teachers pay more attention to dynamic generationresource of the classroom, and61.22%students consider that the teachers can"apply the viewpoints of students to carry out the new teaching’，，which increases48.98%compared with the other teaching without the generative teachingmethod.③The experimental classroom of generative teaching is energetic and vital,which is the interaction between the teacher and the students. And the method ofteaching will be no longer rigid, and the atmosphere in the classroom will be nolonger oppressive*④73,47%students are fond of the teaching method of “firstly thick deeplyand discuss, and then finish the experiment”，and55.10%before taking thegenerative teaching. The generative teaching of experiment powerfully boosts theimplementation of experimental new curricular, deepens the reform ofexperimental curricular, and sets up the classroom that focused on the students.In the practical level，this research of generative teaching of bioticexperiment in senior high school can provide references and examples for theexperimental teaching in the general senior schools.