Practical Study Of Classroom Teaching Of Biology In Senior High Schools Under Experiential Learning Approach

High school biology curriculum reform advocates exploratory study, seeking to promote change in the way students learn, guiding them to participate in inquiry process actively and letting them experience the process. At present, although the new curriculum reform is in process, there are still many drawbacks in class, such as low participation, neglect of the subject, lack of thinking and capacity-building and low efficiency of classroom teaching. To find a way to optimize the classroom teaching strategies, the author makes experimental study of learning experience, based on the theoretical analysis.In this thesis, the author mentions the significance of implementing the experiential learning under the proposed new curriculum and defines the experiential learning. The author points out six characteristics of experiential learning, that is, situational experience, personal experience, reflection, subjectivity, individual differences and openness. What's more, the author discusses the theoretical basis of experiential learning in philosophy, psychology, physiology and describes the research process at home and abroad. In the main part of the thesis, with the survey conducted among high school teachers learning situation,we find the teachers focus on classroom experience, but there are deviations in action.Given the status of teachers and students of the learning situation, the author proposes that students'biological experience of classroom teaching should be maximized in order to optimize their way of learning. During the process, based on the coursebook (Zhejiang version),the author conducts the following four ways of learning:experiencing lifelike situations, experiencing historical contexts, experiencing through role-play, experiencing by conducting experiments.Finally, the drawbacks of this study and some implications for future research are provided after a statistical analysis and summary of the results.Taking the actual situation in Wenzhou High school of Zhejiang into account, we apply experiential learning to high school biology classroom.Before and after the experiment, we conducted a series of interviews and questionnaire, pre-testing and post-testing the experimental group and controlled group.The data acquired were analyzed with the aid of SPSS11.5 from the qualitative and quantitative aspects.By investigating and analyzing experimental results, the author concludes that it is of apparent benefit to implement experiential learning to high school biology classroom, which will, to a certain extent, keep students motivated in learning, promote critical thinking, cooperative learning and other learning abilities and therefore achieve better classroom teaching.