The Practical Study Of High School Biology Teachingstrategies Based On Meaningful Learning Theory

The new curriculum standard of high school biology emphasizes the reform of quality education and requires teachers’ classroom teaching to conform to the characteristics of students’ physical and mental development and the law of education development.Ausubel’s theory of meaningful learning emphasizes student-centered and the connection between old and new knowledge in teaching content,which is of great guiding significance for the reform of quality education and conforms to the requirements of the New Curriculum Standard of High School Biology for student development.In this paper,meaningful learning theory is applied to guide biology teaching activities in high school,aiming at cultivating students’ core biology literacy,improving the initiative of teacher-student interaction in class,and providing theoretical guidance for biology teaching in high school.This paper uses the literature research method to sort out and analyze the literature on meaningful learning theory,and studies and expounds the origin,development,essence,standards,conditions,types,processes,principles and strategies of meaningful learning theory.Further,according to the meaningful learning theory and combined with the requirements of the new curriculum standard,The knowledge of Molecule and Cell is divided into declarative knowledge,procedural knowledge and strategic knowledge.Through interviews,questionnaires and other methods,this paper investigates the current situation of high school biology teaching combined with meaningful learning theory from the perspectives of teachers and students,and analyzes the outstanding problems:(1)Teachers do not pay attention to the connection between new and old knowledge in teaching.(2)Students lack the ability to transfer knowledge and construct knowledge system.(3)Students’ learning autonomy is not high,and few of them can preview before class and comb after class.These three problems indicate that teachers do not ask students to build new knowledge on the basis of original knowledge and form a knowledge system in the teaching process.Therefore,this paper proposes a teaching strategy based on meaningful learning theory to solve these problems,that is,teaching content should be close to students’ original cognition,knowledge should be classified according to types,new knowledge should be multicoded,and the rational use of advance organizers.This paper further selects two parallel classes in the affiliated middle school of Jiangxi Normal University as practical research objects,and carries out teaching practice under the guidance of teaching strategies based on meaningful learning theory for experimental classes.It can be seen from classroom observation that the teaching strategy based on meaningful learning theory can effectively improve students’ enthusiasm in learning biology in class,help students build biological knowledge system,and help students to transfer biology-related knowledge.The independent sample t test of the pre-test and post-test results can be obtained.The application of teaching strategies based on meaningful learning theory can effectively improve students’ learning results,and provide references for teachers in classroom design and teaching.