Research On The Causes And Countermeasures Of Negative Transfer In High School Biology Teaching

The 21 st century is knowledge economy and information era. One of the modern education concept is quality education. Internalized the concept emphasizes knowledge to ability and good quality. Create a so internalized must rely on self learning and meaningful learning. Accompanied by meaningful learning and the migration phenomenon is supposed to cause the teachers and students of common concern.However, the current high school biology learning transfer status quo is not optimistic,negative transfer phenomena occur frequently and even the same properties negative transfer of the same proposition repeated again. The excavation will lead to negative transfer in the high school biology study the reasons and the countermeasures to overcome.This study through literature analysis and comparison expounds the theory of transfer and negative transfer and based on the general migration theory combining with the characteristics of high school biology and to domestic and foreign research status related to migration negative transfer are discussed and illustrates the necessity and feasibility of the study.In this paper, by means of questionnaire survey and semi-structured interview method to survey the migration theory in the application status of high school biology teaching, combined with their own work practice experience and education experience,using the data statistics and the SPSS analysis it is concluded that the high school biology study systematically the cause of the negative transfer of(1) the factors that lead to negative transfer of theoretical knowledge include:(1)students cognitive structure defects;(2)the students before the concept of misleading;(3)students memory set interference;(4)students meta-cognitive ability defects;(5)the teachers and students lack generalization ability;(6)Teachers' lack of knowledge of migration.(2) in the experiment of negative transfer of knowledge and skill learning factors include(1)students' cognitive style differences;(2)students understanding knowledge superficial;(3)students experiment skill original curing;(4)the experimental teaching teachers face achallenge;(5)the school experiment teaching primitive conditions;(6)a single teaching evaluation ways.According to the causes of the negative transfer, using experiments to explore the methods put forward a series of targeted and effective teaching strategies to prevent or overcome the phenomenon of negative transfer in high school biology teaching.(1) in view of the negative transfer of theoretical knowledge learning preventive countermeasures: interest cultivation strategy; Concept generation strategy; Cognitive assimilation strategy; Analogical reasoning strategy; Working memory strategy;Develop strategy thinking, etc.(2) in view of the negative transfer of theoretical knowledge learning of corrective action: concept promotion strategy; Instance present strategy; Step by step perfect strategy; Concept mapping strategy; Emotional incentive strategy, etc.(3) on experimental skills enhance prevention countermeasures of negative transfer: sectional teaching strategy; String of learning strategies; Hypothesis deductive method strategy; Decomposition of operation strategy, etc.(4) according to the experimental skills of negative transfer of corrective action: inductive develop strategy;Practice feedback strategy; Introspection review strategy; Multivariate evaluation strategy, etc.Experiment exploration show that the application of relevant policies, both help to achieve the national medium and long-term education reform and development compendium(2010-2020) "presentation of learning objectives, and also is beneficial to improve high school students of biological learning ability, improve the students' biological quality, at the same time, the study of other disciplines related content is of certain reference value.