Analysis And Breakthrough Of Some Difficulties In Biology Teaching Of Senior High School

The understanding and overcoming the problems with teaching and learning is an important way of improving the teaching quality. Due to various factors in biological teaching, students in senior high school can’t understand the biological knowledge correctly and solve the problem effectively via the related biological methods, and then they will lose faith and motivation of learning. The reason is that the teachers can’t understand the teaching difficulties clearly and lack of relevant countermeasures. Based on the clear and correct analysis and understanding of teaching difficulties, through the proper guidance, the students’ learning interests can be motivated, the scientific thinking methods can be cultivated and the innovation abilities can be developed, so that the teaching qualities can be improved.According to "Behaviorism", "Cognitivism", "Humanism", and "Constructivism" theory for learning, one classification system for basic causes of problems with teaching and learning was suggested in this study, that the problems with teaching and learning were divided into four types based on different stages in process of cognition and constructing knowledge : 1) the difficulty stems from psychological conflict, called it type psychological resistance; 2) due to insufficient awareness of knowledge, called it type not enough Cognitive; 3) from the process of logical deduction,named type problem with logical derivation; 4) comes from the difficulty in the process of knowledge construction,for type lacking at knowledge construction.Taking the biology textbook( <steady and Environment>, published by PEP, the third compulsory biology textbook for high school.) as a case for the study, there were 52 knowledge points sorted out from the "high school biology curriculum standards(trial version)," a survey of was carried out in the high school, named Huangmei Yizhong, the difficulty for learning of the 52 knowledge points was identified by the students from grade three and grade two in the school, and the Coefficients expressing the difficulty were calculated based on the survey, the significance of difference to identify the difficulty between the two grades were tested by the use of rank test. The top ten of the 52 knowledge points which were identified as the most difficult were divided into the four types. Then the various countermeasures for the problem types were suggested: teaching more fresh and interest to students for type psychological resistance, more intuition for type not enough Cognitive; more exercise derivation to overcome the type problem with logical derivation; more comprehensive for the type lacking at knowledge construction.At the last, two instructional design cases of the textbook were mode out to provide cases of the countermeasures.A method to divide problems with teaching and learning based its cause was presented in this paper, but only used in the study and it is difficult to suggest more for others.It is reasonable and whether it fits with other content or other subjects, remains to be further studied. The countermeasures, was not very comprehensive, accurate and the instructional design case has yet to be battle-tested further.