The Penetration Of Science Education In High School Biology Teaching Impact On Student Learning Effect

At present, the reform of China’s elementary education develops in depth. The core concept of new biology curriculum standard in middle school is to help students "learn how to learn" and learn the method of " scientific inquiry". The new biology curriculum plans to intend scientific teaching into high school biology classroom for the purpose of improving the students’ability of scientific inquiry and influencing their learning effect by the improved scientific quality. On the basis of comprehensive reference to the related domestic research and literature, the essay proposes the scientific education strategies for high school biology teaching, with the practice and theory, in order to solve the problems existing in current high school biology teaching. The essay aims to provide valuable classroom practice cases for teachers and the strategies proposed proved to be effective in the experimental classroom.The essay designs5concrete classroom teaching strategies in the method of literature, experiment and questionnaire, on the basis of complete summary of relevant literature and the connotation of bio-science education, constructive idea and discovery teaching methods. The5strategies are as follows:(1) inquiry teaching (2) experimental teaching (3) case study teaching (4) summary and training teaching (5) text-based training teaching.The study sample are184students of eleventh grade in Tianjin The Second Nankai Middle School which are divided into two groups:the experimental group and the comparison group. The experimental group interprets teaching by scientific training and investigates students’learning interest in biology of two groups through questionnaires. From the analysis of the questionnaires, it discoveries that students in the experimental group show more interests in biology than the students in the comparison group (P<0.05). Furthermore, the academic performance in experimental group is much better than it in the other(P<0.05). The result of the study indicates that5strategies proposed in solving problems in biology class is effective. They do play an important role in developing students’learning interest, training basic scientific quality and improving academic performance. It also affects the theory and practice of scientific teaching and provide a case study for biology teachers in high school.