Design And Implementation Of Teaching Mode Of Deep Autonomous Learning Of Biology For Junior Middle School Students

Since the founding of new China,China’s educational objectives have undergone several changes.In the latest educational reform,it is emphasized that education should highlight the importance of "people",the main body of education should change from "teachers" to "students",and give full play to students’ subjective initiative in the teaching process.Therefore,the autonomous learning model has become the teaching model advocated by the new curriculum reform,Moreover,a wave of teaching reform with the theme of "autonomous learning" has been set off in local colleges and universities at all levels,and various university researchers have also carried out exploration and practice in the theoretical and practical research of autonomous learning.However,there are also some problems to be solved in the actual development of autonomous learning mode: first,the teaching process of "learning before teaching" in autonomous learning mode has high requirements for students’ quality,which is reflected not only in students’ learning styles such as self-control and subjective initiative,but also in students’ knowledge quality and ability quality;Secondly,the results of students’ autonomous learning are often isolated and scattered,and can not form a problem-solving oriented biological knowledge system.In the process of self-study,students are often stuck in the mechanical learning of textbook knowledge.In the long run,students’ thinking can not be developed,and their learning results lack due depth;Moreover,influenced by the reverence for teaching efficiency,the biological knowledge system learned by students is often separated from real life,which makes the students’ ability of knowledge application and transfer weak.Once separated from school and examination,biological knowledge is often left behind,which is not in line with the purpose and essence of education.Based on this,this paper optimizes and constructs the teaching mode of biology autonomous learning for junior middle school students,through the reform of teaching process,teaching methods and teaching contents,so as to improve the quality of students’ autonomous learning,make students’ learning change from shallow learning to deep learning,and improve students’ knowledge transfer and application ability.This study adopts the methods of literature analysis,investigation and experiment.Firstly,through reading a large number of documents and books,we can understand the development process,teaching methods and teaching characteristics of autonomous learning and in-depth learning,find the coincidence point between autonomous learning and in-depth learning,determine the feasibility of in-depth teaching in autonomous learning teaching mode,and explore the implementation path of in-depth teaching in autonomous learning teaching mode.Secondly,through the way of questionnaire,this paper investigates the biology learning situation of the first grade students in the junior high school in the implementation of autonomous learning education and teaching reform,and looks for the problems existing in the students’ learning process through the analysis of the questionnaire.For this,it is targeted to construct the in-depth autonomous learning teaching model.Secondly,two classes with little difference in level are selected in the internship school to carry out the education and teaching reform experiment.The control class implements the "successful learning plan guided" education and teaching mode carried out by the internship school.The experimental class implements the in-depth autonomous learning teaching mode,and carries out the corresponding teaching design and teaching according to the two modes.Finally,the teaching design effect and implementation effect of the in-depth autonomous learning teaching model are evaluated by means of concept map drawing and student achievement evaluation.The results of the experiment are as follows: the ability of the students in the experimental class to draw the concept map is significantly improved,the knowledge points involved in the concept map are increased,and the correlation between the contents is stronger.The students begin to consciously connect the existing knowledge and experience and integrate it into the production of the concept map.In addition,the analysis of the students’ stage tests shows that the post test scores of the experimental class are significantly higher than those of the control class(P < 0.05).From this,we can draw the conclusion of practical research: improving teachers’ lecture or guidance time in the teaching mode of autonomous learning can promote students’ in-depth learning.Teachers’ interpretation of learning objectives before autonomous learning helps to guide students to effectively carry out autonomous learning.Teachers can promote students to build a complete and structured biological knowledge system by improving the relevance and situational between teaching contents.Problem-based teaching method can promote students’ thinking and help to cultivate students’ practical problem-solving ability.