An Empirical Teaching And Cases Analysis On The Teaching Of Procedural Knowledge Of Biology Review Class In Senior 3 In Huilai County

The first period of review lesson of biology of senior 3 focuses on the core contents and requires the students to understand and use the knowledge to improve their problem solving abilities. But there are so many common phenomena. For example, the teachers still consider all the knowledge as memorizing level in the review lesson of biology.Besides, the students can memorize the knowledge, but they can not use them in different situations,which results in low grades and may affect their scores in the College Entrance Examination.In order to change this situation, this essay considers that it is important for teachers in Senior 3 to have a good command of knowledge in biological Procedural Knowledge of teaching. The teaching of Procedural Knowledge commands teachers to improve their own education psychology knowledge and be familiar with the key knowledge that often appears in the College Entrance Examination and the teachers can teach their students how to understand and apply knowledge. This research has used the self-made questionnaire to survey the present situation of the Procedural Knowledge mastering situation of high school biology teachers in Huilai County,as well as to investigate the current situation of mastering the key biological knowledge in the College Entrance Examination. According to the pretest and posttest, there is a research on empirical teaching and examples analysis about the teaching of Procedural Knowledge of biology review class in senior 3. SPSS21.0 has been used to analyse the result test what is put forward to in the essay.Main conclusions of the questionnaire are as follows.First, there are a lot of young teachers that accounted for 57.9% of the total number of teachers surveyed who lack experience in teaching and second, it is rare for these teachers to carry out the Procedural Knowledge teaching method in their teaching procedure in Huilai County.Therefore,it is necessary that the use of Procedural Knowledge teaching method should be strengthened.Third,the knowledge of experimental design steps and the genetic along with the chart curve analysis of Photosynthesis and Respiration are considered to be difficult for students who accounted for 36.69% and 84.89% of the total survey. Conclusions of the students interview are as follows.The B type students are lacking in basic knowledge of biology, so they can not do well in analysing the question and arrange their learning, along with poor abilities of planning the test time by themselves and the self-monitoring ability of themselves while the A type students can find the best cognitive strategy by themselves, and make their own metacognitive strategy according to their metacognitive. The results of procedural knowledge teaching experiment indicate that the abilities of solving problems and scores of the students from the experimental class are significantly higher than those in the control class, which shows the validity of procedural knowledge teaching.