Application Of Meaningful Accepting Learning Theory In The Junior High School Biology Teaching

The core of the meaningful reception learning theory is whether the students can accept the new knowledge,which is depended on students’ relevant conception on their cognitive structure.Only the new knowledge and the students’ relevant conception on their cognitive structure mixed can the meaningful learning happened.Then it leads to the new knowledge and old knowledge occurs some assimilation.The theory emphasizes the acquisition of new knowledge is the process of students actively construct knowledge,students can acquire a system knowledge in a limited time and form a good cognitive structure.Applying the theory in the junior high school biology teaching,meets the basic concept of new curriculum for junior high school biology for all students,to improve the of biological science literacy,which has important theoretical and practical significance.In order to know the meaningful reception learning implement situation in junior high school biology teaching,uses questionnaires and interviews to investigate 11 schools which the schools are applying for the migrant workers,and the students and teachers are range from grade seven and eight in Guiyang,then carrying out the teaching experiment in Shengyuan school.According to the students cognitive of biology learning,the present learning situation and the learning willingness of students,review the relevant literature and make the site investigation.And made the teachers and students’ questionnaire by teachers’ perceptions of students’ learning of biological knowledge,understanding of students’ learning,the situation of teaching method and class teaching status quo,etc.Then combined with individual interviews to accept the status quo meaningful learning applications to investigate.Survey results show that most teachers in teaching will be applied this theory,but it is not complete,and there are still some difficulties in the implementation process,students’ understanding of biological knowledge learning also existed some misunderstanding.Based on the teachers’ teaching status and students’ learning status,using the relevant teaching strategies to promote the students’ learning,through analysis the teaching case to show the meaningful learning to accept the advance organizer strategy and learning in biological assimilation Teaching.Using the before achievements of teaching practice object as a standard,when the results has no significant difference,choose the experimental and control groups randomly,then implementationthe teaching.During the experiment,the experimental class is taught in a meaningful accepted theory of learning requirements and the control class was taught using traditional teaching model.After finished the teaching unit,refer to the Guizhou province junior high school biology examination standard draw up an after test volume and a latency test volumes.Finally,using statistics Excel and SPSS 19.0 software on student achievement statistical analysis.By independent sample T test analysis showed meaningful reception learning can improve student achievement in a short time,which is beneficial to the learning and maintain of knowledge and can deepen the students’ understanding of biological knowledge.