Opinions On Fuzziness And Its Teaching In Senior Biology

Biology is an experimental science, of course, goes after accurate and precise scientific conclusions; But life itself is extremely complex and ever-changing, such as making a complete description of any a kind of phenomenon, principle, forms etc, the best way is to use fuzzy language. Therefore, biology knowledge is literally filled with uncertainty around, as biological teaching workers need to know and understand the fuzziness of life science, and to teach students biological knowledge, "authentic" with the most accurate language. Truly, to admit that you know what you know, and admit what you don't know, biological teaching workers stimulates the student to get new knowledge.Teaching material is the important carrier of transferring knowledge. Reasonable application in biology textbooks hedges can be more flexible express knowledge content, knowledge brings more scientific and accurate. The author through the research results of scholars at home and abroad in recent years, after all, found that the semantic and pragmatic study of fuzzy language, such as hedges, involving high school biological teaching materials and teaching contents of the research is very less, more for scattered research aspect, the extent of the research is relatively shallow, lack of the analysis of the pragmatic functions of hedges, failed to cause a glimmer of teachers on the use of the teaching materials in the teaching method of fuzzy language values and thinking. Biology knowledge mainly revolves around biological basic concept, principle and law, but because the creature itself objectively exists fuzziness, many of the concept, principle and feature of biological science is fuzzy, the precise language cannot satisfy the accuracy of the contents of this part of knowledge expression and transmission, but the fuzzy language in order to solve this difficulty, and fuzzy language is stronger than the precise language power of expression. In addition, the biological science is a natural science is developing rapidly, scientific workers to the description of many of the biology in the unable to provide precise and sure assertions, some places need to be a combination of fuzzy language and accurate language, so, both to the realization of the economy with less language symbols to achieve more accurate expression and transmission of knowledge content, and can realize the value of knowledge education. So,textbook editors in content of knowledge expression statement into a large number of fuzzy language, such as the "vast majority", "normal", "almost", etc. The purpose of this study is to find out the use of fuzzy language in the textbooks of the text of the case and the fuzzy language classification summary, to clear the type, the fuzzy language in teaching in biology education workers to the role of teaching in the teaching process, and can make full use of teaching materials in biological teaching. Secondly, analyze the fuzziness existing in the teaching material content, and the use of fuzzy language is analyzed, the effect of biology education workers to provide certain help in classroom teaching.Of fuzzy language in the teaching material, is a science for textbook writers, is "reduce the author responsibility, and the conclusion have flexibility", but caused many difficulties in the process of students' learning, increase students' knowledge to understand the effort and time, on the other hand also to student's learning ability request raised, this is the one of a status quo of middle school biology teaching. In this paper, based on the theory of cognitive science, starting from the dialectical relationship of fuzzy language and accurate knowledge, using the literature research and the induction method, is full of high school biology textbooks in the hedges are classified, summarized the pragmatic analysis of fuzzy language, in order to cause the teacher attaches great importance to the teaching method of fuzzy language describes the knowledge in the textbooks, according to different learning situations of students, the proper teaching methods teaching material into full play in important role in the process of teaching, improve teaching effect.The author reviews related research at home and abroad in recent years found that previous scholars research fuzzy language in high school biology teaching material is very less, such as hedges, more for scattered research aspect, the extent of the research is relatively shallow, lack of the analysis of the pragmatic functions of hedges, failed to cause a glimmer of teachers on the use of the teaching materials in the teaching method of fuzzy language values and thinking. The author designs the questionnaire of high school students interest of fuzzy language in the textbooks, the results of the survey analysis found in the process of high school, students' interest in learning Biology knowledge is relatively strong, when reading the teaching material content can notice such as "general", "most", "normal", "main" etc fuzzy languages, but they are lack of deep thinking about the significance of the fuzzy language, so they can't accuratly understand its significance and role. Survey results also show another case, if the teachers in the teaching process emphatically remind students to pay attention to the fuzzy language and give some guidance, which is the ability to inspire students to explore actively and think deeply these languages alone. Students tend to accept accurate and positive knowledge, but in the teaching process, the language of descripting, knowledge is so precise that will certainly cause the absolute knowledge in students mind. At the same time the author take a interview survey of high school biology teachers. In the interview process, many teachers make sure that the organision of teaching process and teaching activities about fuzzy language of in the teaching material are necessary. First of all, knowledge is present in a different way. Teachers need to point out some knowledge which hits the nail on the head, some knowledge is not quite sure, to leave space for students to think, may be more advantageous for subsequent teaching activities of the organization. In addition, different levels of students are in learning on different levels of learning ability, teachers need to skilful use of fuzzy language and accurate language. Students who are Low degree of understanding knowledge to accept right knowledge content, and teachers should use more precise language. For students receiving knowledge ability strongly, propely increase fuzziness, that helps to stimulate students' learning desire, more deep understanding of knowledge, learning space was improved.