Analysis Of Strategies Of Biology Teaching Design In Junior High School Based On Experiential Learning

“Biology Curriculum Standard ”(2011edition) advocates to try to change the learning way of students, to guide students to participate in actively, and to be willing to expore. The standard aims to develop the ability to collect and process information, the ability to acquire new knowledge, the ability to analyze and solve problems,and the ability to commincate and cooperate, and pay attention to the cultivation of students’ innovation spirit and practice ability gradually in Junior Biology Teaching at the stage of compulsory education.Experiential learning due attention to“Observation”“practice”and“investigation”activities.Moreover,experie ntial learning focuses on the interaction between the students and the environment and experiencing with the body and mind.Furthermore, it consistent of biology curriculum standard, so more and more people pay much attention to it. However, there are still a lot of problems in practice, including how to make a better teaching design based on experiential learning? How to improve the effectiveness of experiential learning?In order to put forward to strategies of biology teaching design in junior high school based on experiential learning anddesign specific teaching cases, the study is based on a large number of documents, such as “ the cycle of experiential learning” theory of David Kolb, and investigate the status of the implementation of experiential learning in Hunan Normal University Attached to HUNUN-BOCAI Experimental Middle School where the experiential learning has been in progress well in biology teaching. It consists three parts:Firstly,the overview of study of experiential learning.In this part,we define the education related concepts such as experiential learning and describe the research associated with this theoretical basis as well as the current situation of domestic and foreign research on experiential learning,through consulting the relevant literature resources at home and abroad.Secondly, the investigation and analysis on the present situation of experiential learning. This part of the research adopted the method of investigation and interview to survey the implementation status of experiential learning in biology teaching at the Hunan Normal University Attached to HUNAN-BOCAI Experimental Middle School. The results showed that the experiential learning has changed the way of learning,cultivated students’ ability in many aspects effectively,promoted the professional development of teachers. But there are still some problems. Teachers lack the understanding of the theoretical basis; the influence factors of teaching design based on experiential learning are not considered comprehensively; the evaluation of students is not enough diversity.Thirdly, analysis of strategies of biology teaching design in junior high school based on experiential learning.In this part, the research is focused on the strategies of biology teaching design in junior high school based on experiential learning and specific teaching design cases,which based on results of the survey, the requirements of the biology curriculum standard, and the basic characteristics and principles of experiential learning. Including the choice of experience subject, the determination of experience objective;the setting of learning environment; the development of activities; the assignment of homework, and the selection of evaluation methods.The research provides specific and operabilty strategies for teachers to develop experiential learning,and helps to improve the implementation of experiential learning in biology teaching effectively,to promote the the transformation of theway to study and comprehensive development.