Research On The Application Of “Non-Directive” Teaching In Junior Middle School Biology

With the continuous advancement and development of the new curriculum reform, Finding a teaching model which is fit for junior middle school biology classroom teaching has become an urgent problem to be solved in front of the teachers of biology in junior high school. But the traditional middle school biology classroom teaching mode is the teacher as the center of the classroom teaching. The teaching mode of teaching knowledge to students,and biology junior high school classroom into a simple teaching, students passive accep tance of the rigid form,The subjectivity of students in the classroom is not reflected. This kind of teaching mode is not conducive to the cultivation of students' creative thinking and divergent thinking,do not meet the current needs of personnel training,not suitable for the new era of junior high school biology classroom teaching requirements."Non-directive" teaching model was first proposed by the American humanistic psychologist Rodgers in 1960 s. "Non-directive" is not without guidance, but without clear guidance. "Non-directive" teaching model is conducive to the transformation of the original relationship between teachers and students, the formation of a new model for the classroom center. Through the use of "Non-directive" teaching mode,so that students can actively enter into the middle school biology classroom teaching,and can form a cooperative, dare to exchange, willing to share the learning atmosphere. To carry out the "Non-directive" teaching mode, can improve students' learning enthusiasm and initiative, cultivate cooperation, share good habits, and exercise their ability to explore cooperation,finally can improve the quality of junior high school biology classroom teaching.At the same time, it can play an important guiding significance to enrich the theory and form of biology classroom teaching in junior high school.It consists of five chapters in the thesis.Chapter 1 Introduction.It introduces the background of the selected topic. It summarizes the research status of "Non-directive" teaching mode at home and abroad. The purpose, significance, research ideas and methods of this study, as well as the innovations and other contents are described in this paper.Chapter 2 Theoretical basis of the study. Defines the main concepts related to this study, The theoretical basis of this study is briefly introduced, Rodgers Carle's theory of non directive therapy, The learning theory of Humanism and Constructivist learning theory.Chapter 3 The practice status of "non guiding" teaching mode in junior middle school biology classroom teaching. Mainly through to the junior middle school biology "Non-directive" teaching mode in junior high school biology teaching practice state of the discussion,it introduces some traditional biology classroom teaching model in junior high school and briefly introduces the application status of the "Non-directive" teaching mode in junior high school, and prospects the future of its practice.Chapter 4 The implementation of the "non guiding" teaching mode.It mainly discusses the specific application of the "Non-directive" teaching mode in junior high school biology classroom teaching. The implementation steps of the "Non-directive" teaching mode in junior high school biology class,mainly is the preparation before the class, the class to use, after class summarizes these aspects to launch the elaboration,the same time, the implementation method of "Non-directive" teaching mode in junior middle school biology class is also discussed.Chapter 5 The attention problems in the implementation of the "Non-directive" teaching mode in junior middle school. It discusses the problems arising in the process of implementing the "Non-directive" teaching mode. In order to meet the needs of junior high school biology classroom teaching.Chapter 6 Practice effect and evaluation of junior high school biology "Non-directive" teaching mode. Through a questionnaire survey of teachers and students in order to evaluate the effectiveness of the implementation of "Non-directive" teaching mode in junior middle school. Finally the limitations of the reflection.Chapter 7 Conclusion. It is a brief summary of the research, and further exploration and practice in the future are prospected.