The Application Of Constructivism In The Design Of Junior Middle School Biology Teaching

Junior high school genetics is an important part of biology teaching and learning this chapter can let the students know some knowledge of genetics,explain some of the common genetic phenomenons in life,have a strong interest in genetics,and lay the foundation for the learning of high school biology “Heredity and variation”.It is found that constructivism education theory is widely used in senior high school genetics teaching design,and has made some achievements.However,the application of constructivist education theory in junior high school genetics teaching design is less,and the specific case is almost zero,even the results are none.Constructivism education theory is helpful to improve the level of genetics cognition of junior middle school students,and make them possess preliminary biology literacy.Start from the middle of genetics teaching case design under the guidance of constructivism,the use of “scaffolding” teaching method,in-depth study,and through the implementation,observation,evaluation,measurement and comparison of the effective operation of a series of means,the students' interest in learning,learning attitude,knowledge point of perception has changed dramatically.Then,in order to improve the efficiency of biology classes,the author extends to how to use constructivism education theory to guide the overall junior high school biology teaching design research field.This paper is divided into five parts.The first part,mainly from the status of junior high school genetics,the status of genetics teaching,genetics teaching design problems,domestic and foreign research situation analysis and other aspects of the study to determine the paper's category and basic ideas.The second part and the third part mainly explain the internal relation between the theory of constructivism and the concept of instructional design.In the teaching process,in order to better optimize the education and teaching,base on the "situation" as the basis to carry out collaborative cooperation,improve the overall quality of the students and all aspects of the ability.The fourth part,the application of Constructivism in junior high school genetics teaching design is compared with the traditional teaching design.There are six schools in the district of yingying county,each of which has four classes,divided into the experimental group and the control group,comparing the data before and after the experimentPrior to the implementation of the teaching,the experimental group and the control group had no difference in the understanding of the genetic content,the meaning of genetic variation and the cognitive degree of the genetic variationAfter the teaching,the students' memory level was consistent,the students in the experimental group could give more examples,and the comprehension ability improved.Using constructivism for teaching,the students' interest in learning,the attitude of learning,and the perception of the point of knowledge more than double the traditional teaching.Comparative analysis of the use of constructivism in the teaching design each link,each step of the design is conducive to students' individual development,so the students' interest in learning.Expanding the application of Constructivism in biology teaching design in BiLi River junior high school.The fifth part mainly introduces the promoting role of Constructivism in junior high school genetics teaching design.It not only improves the teacher's theory level,knowledge and creation ability,but also changes students' learning methods,promotes students' inquiry ability,and promotes students' ability of cooperation and cooperation.Finally,constructivism should also pay attention to some problems in the design of genetics.