Research On Network Resources Applying To Autonomous Learning Of High School Biology

Curriculum Standard of Biology for High-school Student(2017 Edition)explicitly raises that the rapid development of information technology provides a variety of teaching resources for biology classroom,such as pictures,videos,simulation experiments and so on.Taking full advantage of Internet plus education technology can reduce the dependence of active learning activities on experimental consumables and related site conditions to a certain extent.With the help of the mining of resources,teachers and students should change the way of teaching and learning,not only to improve the efficiency of teaching in the classroom,but also to ensure the completion of the initial teaching goals and achieve the completion of the course.The network resources are used as the cornerstone for development.The article uses three high school resources to excavate the learning of high school students under autonomous conditions.It can be found that there is such a phenomenon:1.In the daily study of students,the network resources contain huge auxiliary functions;2.low enthusiasm of using network resources for high school students in biology learning;3.self and family factors have the greatest impact on students' self-learning using network resources,followed by school and social factors.In this study,taking the teaching content of Steady State and Environment-the third compulsory course of biology in Jiangsu education edition of senior two as a design.By using quasi experimental research method,selecting the second grade biology class in Nanjing Y middle school,using middle school students' autonomous learning scale to conduct a test and determining experimental class and control class.Conventional teaching is adopting in the control class.In daily teaching,the experimental class is a course that attaches great importance to students' independent learning,and at the same time can also reflect the teacher's attitude in terms of network resources.and makes it clear that there is no compulsion for teachers to release network learning resources.The students in the experimental class are also given weekly and regular biological frontier information related to the teaching content,such as biological common sense closely related to students' life and social news analysis related to biological content.In the teaching,students shall be taken innovative teaching design,given more independent learning time in the classroom,arranged more open assignments,and communicated biology learning problems independently in need.After the experiment,through the combination of daily teaching observation and judgment of the effect of using network resources on students' autonomous learning,sorted and analyzed the data of the middle and final grades of the experimental class and the control class and post-test data,The article shows that the perfect utilization of network resources in the teaching process can promote students' autonomous learning.In addition,for high school biology,the relevant measures for self-learning of network resources:integrate the level of teachers in network resources,clearly design the teaching situation,and activate the classroom atmosphere.Maintain the relationship between excellent teachers and students;pay attention to the optional and open nature of network learning resources,and realize the individualization of network resources selection.Making full use of network resources in biology teaching of senior high school and encouraging students to learn independently can stimulate students' interest in learning biology of senior high school to the greatest extent,so as to improve their ability of independent learning,The above conclusions can also give a reminder for the future development of high school biology autonomous learning and hybrid teaching mode.