The Use Of Memory And Logicalthinking In The Review Lessons Ofjunior Middle School Biology

Biology is one of the subjects of achievement tests in most junior high schools. In order to improve students’ studying interest and test score, it is quite important to use more effective teaching methods to review the biological knowledge systematically and effectively in junior middle school within a limited time. Therefore, the research discussed the teaching methods based on the combination of memory-logical thinking.The study analyzed and reviewed the theories and experience of memory-logical thinking firstly, and then, based on the curriculum standards, education and psychology theories, the feasibility of the use of memory-logical thinking in biological teaching in junior middle school was elaborated. The first 3 sections of “The main groups of animals”, “Biological evolution”, “Seed plant” and “Blossom and seed setting” were set as the major teaching content for the review lesson by memory-logical thinking methods combined with experimental research and questionnaire survey. The memory-logical thinking teaching method was carried out among two parallel classes by taking turns control, pre-testing and post-testing. The studying scores of the trained students were recorded and analyzed. The result indicates that the combined memory and logical thinking teaching is able to improve students’ study interest and test scores, and increase the learning efficiency and biological knowledge, strengthen the training of scientific learning methods.