| Learning means the ways and process in which learners gain the knowledge, under the certain situation, which we call social backgrounds, with the help of other people (including teachers and peers) and necessary learning materials. The constructivist theory states that "situation", "cooperation", "conversation", and "meaning construction" are four significant aspects of the learning situation. With the development of curriculum reform, The New Curriculum Standards of Junior High School Biology makes a greater hope to the effectiveness of the junior biology teaching:on the base of our present advantage of traditional biology teaching, more attention should be paid to the students’life experience, so should the students’active learning. Students are expected to find something related to the biology course in their daily life, through which they can learn how to explore, learn and solve the problems. Therefore, the situation teaching plays an important role in the course of knowledge construction.Situation teaching means that the teachers try to create a real life situation to stimulate students’ learning interest by means of teaching contents, language, and modern teaching technology. The situation teaching in junior high school biology is based on the familiar life situation and the problems of reality. It also aims to encourage the students to learn by heart. At the same time, they are eager to master the knowledge which can possibly solve their daily problems. In this way, they are expected to become more moral in their mind, values and behaviors. This teaching method reflects the new curriculum concepts, puts the curriculum reform into practice, and is suitable for the junior high school students’psychological development, which has a good effect on both the students’ biology study and their all-round development.In the recent years, situation teaching has achieved a lot. Although some teachers are found to be positive towards this kind of teaching, it is still quite difficult for them to use this method in the classroom properly and skillfully. One of the reasons is the limited theory study, which makes the teachers less understand of situation teaching, especially for the junior high school, lacking the professional strategies and teaching case study of the biology situation teaching. Therefore, this paper hopes to develop the study of junior high school biology classroom situation teaching on its former base, taking the situation teaching in junior high school biology in Wuzhou for example, at the same time, it also hopes to improve the research on the situation teaching in junior high school biology, and operates it more easily and meets the classroom needs better.Based on the constructivist theory and the author’s teaching practice, the topic of junior high school biology classroom situation teaching is used as the topic of this study. It mainly studies the meaning of situation teaching and its development status by references, and defines its significance in junior biology teaching classroom. Combined with the analysis of the questionnaires of the situation teaching in junior high school biology in Wuzhou, it tries to figure out the reasons and problems existing in the junior high school biology classroom situation teaching. Further study of teaching principles and types are explored to find out the key aspects affecting the junior high school biology classroom situation teaching so as to give a conclusion of the design strategies and practice strategies. In order to confirm the above principles and affecting aspects, classroom teaching plans, which are concluded from the teaching principles of situation teaching and the key aspects affecting the junior high school biology classroom situation teaching, are made to practice the situation teaching. In the final study process, data analysis, and research on the effects of junior high school biology classroom situation teaching come to test its effectiveness so as to offer information about the promotion of situation teaching in junior high school biology classroom in Wuzhou.Practice has proved that the situation teaching strategies of the study can improve the students’ performance in the examinations, stimulate students’ learning interest, develop their ability and promote teachers’ situation teaching ability. Therefore, it can encourage the students to learn biology and develop the scientific literary of the students, which is of great importance.This study hopes to improve the former related research, enhance the operability in the daily biology classroom teaching, combine the teaching case plans to benefit the practical teaching. At the same time, more references are offered theoretically, scientifically and effectively to the junior high school biology classroom situation teaching with the help of this paper. |
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