Design,Connection And Reflection Of Pre-Learning In The Junior Biology Teaching

The new curriculum reform requires changing the traditional teaching methods to the new philosophy of education. The new curriculum reform emphasizes the development of students’ life long learning innovative talents and the cultivation of their self-learning ability, practical ability and innovative ability. Pre-learning refers to a process in which the students should first try learning the new knowledge according to their own level of knowledge and life experience before class. This process should be operated by students independently or corporately, so as to cultivate their self-learning ability. Pre-learning often requires students to collect information, conduct experiments, make surveys and develop other activities before class, which can contribute to the development of students’ practical ability and creative ability.Pre-learning method is an important manifestation of the students-centered educational philosophy. Compared to the conventional pre-class homework and preview case in guided learning plan, the pre-learning has its unique features and functions which are reflected in the characters of low entry, openness, generating, autonomy, inquiry, practicality and fundamental. Based on its characteristics, the special role of pre-learning is reflected in the pre-diagnostic control, guidance-stimulated interest, generative problems and capacity cultivation. To better understand the application of pre-learning method, an interview of junior high school biology teachers is operated in this thesis. The author of this thesis has conducted a questionnaire to the students about the implementation of preview case and students’ attitude about it. By analysis of the problems and deficiencies existed in pre-learning and preview case through interview and questionnaires, this thesis could lay the foundation for the further design of pre-learning.This thesis focuses on the design of pre-learning and connection of pre-learning and classroom teaching. Pre-learning is designed to follow the five principles and based on them, this thesis explores the four steps of pre-learning design. There are seven methods for the connection between pre-learning and classroom teaching namely rendering- sentiment connection, mutual speaking-correction connection, feedback-discussion connection, speaker-helping speaker connection, feedback-inquiry connection, interweaving-explanation connection and topic-discussion connection. Based on four biology textbooks of junior high school, the author personally practices the pre-learning and classifies it in the form of activities. The thesis has listed some techniques and strategies of pre-learning in practice, which are related to experiment, model-making, role-playing, guided self-learning, investigation, conceptual diagram building, lectures, self-made hand-copied newspaper, data collection and observation. This thesis also introduces the problems which should be noticed in each category during the pre-learning design process and shows the techniques or strategies applied in pre-learning and classroom teaching connection and pre-learning works of students. Ten categories of pre-learning design and cases about pre-learning and classroom teaching connection greatly enrich the content of the pre-learning and provide more teaching materials for front-line teachers.In order to evaluate pre-learning, this thesis makes another questionnaire based on students. By analyzing the investigation results, the author finds the self-learning ability of students is promoted after a period of pre-learning and the learning attitude and state of students is further improved.