The Design Of The Disk Type AIDS And Its Application In Junior High School Biology Teaching Research

At present, our country’s elementary education reform is deepening. In the junior high school, the new biology curriculum standard is required for teacher to cultivate the students’ interest in learning biology and diversified teaching requirements. After many years of front-line teaching, researchers found that students often appear some understanding deviation in learning biology course for some specific morphological structure, physiological function of organism, and using media demo or ordinary aids is difficult to break through the important and difficult points. An exploration ;hat the author uses magnetic rubber sheet in the classroom, inspired self-made disk type aids. Magnetic rubber sheet (referred to disk), is made of rubber raw materials evenly mixed with high residual magnetism of magnetic powder rolling forming, and then, under the action of a strong magnetic field and permanent magnetization with magnetic. The "disk type aids" refer to the graphic aids which disk as the main materials, or the three-dimensional teaching aids which disk as the substrate, hair root, the material such as foam balls as auxiliary materials. Its advantages are color diversity, facilitate clipping, economic and durable, easy to shape, can be adsorbed on the blackboard, whiteboard and other media to show. This study aims to the author can use disk design to create a set of special teaching aids which they can make up the shortages of traditional teaching aids, it can help students to develop the cognitive structure, understand the morphological structure and physiological function of organism, understanding life phenomena and the law of life activities. At the same time, the author hopes to show the important role of a particular class of teaching aids for other biology teacher, it also provide valuable classroom practice case for first-line teachers.This study is based on the theory of Piaget’s cognitive development in the theory of learning is an active process, the construction of the learning process is a significant construction and generation process, that is by making specific materials and their application, it contact, the students’ original understanding, fully mobilize students’ initiative and enthusiasm, discovering new knowledge further cooperation or conflict, with other diassmates to complete the study. The researchers also inspired by the meaningful learning theory of Ausubei. Namely the meaningful learning requires three prerequisites:first, learning material itself must have a logical meaning. Logical meaning refers to the study materials can be developed non-artificial and substantial contact with the appropriate concepts and learners’ cognitive structure. Secondly, the learner must have a heart to meaningful learning, namely the tendencies which the learner the new knowledge actively linked to the learners’ appropriate knowledge in their cognitive structure. The concept of constructivism of science education is guided this research significantly. Constructivism of science knowledge view believes that, scientific knowledge is not an objectivity, but, it is subjectivity and constructive. Students are not knowledge recipients, but they are the independent construction of knowledge. Knowledge is constructed by the people, the process of construction which the cognitive subject in Interactions with new stimulus in, cognitive is not related to knowledge of the external things intact into our heads, but we construct the understanding of the way in order to understand the external things.According to the current biology teaching material contents for junior high school, the researchers first comb the knowledge of making the magnetic teaching aids suitably and necessarily. Based on the theory of modern teaching, teaching aid for design, manufacture, test, modify, and then trial, pertaining to, and test the teaching effect in the classroom. Test samples from grade seven students in Tianjin no.66 middle school in 2014, the researchers randomly selected two parallel class according to the teaching class, Class five Grade (35) and Class 6 (34), including the students in Class 6 used disk type aids as experimental group, Class five did not use the disk type AIDS as a control group. After a period of teaching time, the author compared the academic achievement, learning interest etc. to analysis the influence of the disk type aids on student’s learnig process between the to class.By independent samples t test shows thai the results of the experimental group and control group presents significant diference, the experimental group students academic achievement is much better than the control group. It also shows that using magnetic disk teaching aids can improve the lewl of education effectively. The questionnaire data show that teaching aids can effectively help students to understand the morpho]ogical structure, understand the physiologica] process, and prolong the memiory of knowledge. In addition, through the students’ non-intelligence factors, the survey can be found that this way can improve the studems’ interest in learning, and enhance students’ cooperation spirit. This study concluded that disk magnetic teaching aids are simple, economic, practical and efficient, students can learn by themselves to improve their behavior, it stimulates the students’ interest in learning arid improves the participation in the group cooperative learning. And it can help students to understand the physiological process about life experience of life form, structure, to extend the memory time of the knowledge for student, and improve the students’ academic level...