The Practical Research On “Guiding-Leaning-Evaluating” Teaching Mode In Biology Teaching In Junior Middle School

The Compulsory education biology curriculum standard(2011 edition)emphasizes that teachers should pay attention to change the present form of the teaching content and use a variety of teaching strategies and methods of creative teaching combined with the actual situation of schools and students after studying and grasping this standard.In order to live up to this idea,various of teaching strategies and methods appeared which formed a lot of teaching modes.The “Guiding-Learning-Evaluating”teaching mode is one of them.In the mode,“Guiding” is to lead in related scene,to guide learners by the learning plan,to think with questions,to explain difficult points and to practice the selected exercises.“Learning”includes self-study,pair-study,group learning and the collective learning.“Evaluating” means self-assessment,peer-assessment,group-evaluation and the teacher's comments,evaluation and assessments.The concept of new curriculum reform has been fully reflected in the“Guiding-Learning-Evaluating” teaching mode,during which the students were placed in a subjective position and the teacher was at the dominant status.It helps students be happy learners.After a semester of teaching practice in the WR County Experimental Junior Middle School during which “Guiding-Learning-Evaluating” was taken.The results show that the “Guiding-Learning-Evaluating” teaching mode not only inflate students' grade of biology learning,but also improve their interesting in biology learning,as well as their ability of independent-study,thinking,autonomous learning,cooperative learning,inquiry learning,language competence and group cooperative learning and their learning attitude and self-efficacy.In addition,it has a positive impact on teaching.The paper is divided into six parts as follows:Part1 Introduction to the background and the significance of this research,the content of the research and the research methods used in the process.Part2 Analysis of the relevant domestic and international research about teaching modes.Part3 Explanation of the relevant theories basis,concept,characteristics,principles,as well as the meaning and matters of specific six links in detail.Part4 Statement of the preparation,procedure and the displaying with cases of the specific research process of the teaching mode.In order to choose the controlled class,uncontrolled class and the practice content,the students' scores for the first unit test was compared,and their interesting in biology learning,as well as their ability of independent-study,thinking,language competence and group cooperative learning their and learning attitude and self-efficacy were compared before the research.Meanwhile the groups was allocated carefully to insure that the group size,team members' comprehensive ability and other aspects are similar.Finally,the cases of the specific research process of the teaching mode was displayed.Part5 Statistic analysis of the changes of students' performance and biology learning effects after the practice from the controlled class and uncontrolled class.Part6 Summary and reflection of the problems and advantages in the practice process of this teaching mode in junior middle school biology teaching.It consists of the advantages,problems and the proposal of corresponding optimization measures in the practice process of this teaching mode in junior middle school biology teaching.