The Theory And Practice Research On Instructional Design For Biology Of The High School Based On Constructivism

Constructivism is the further development of the theoretical study when behaviorism has already developed into cognitions. And its theory focuses on that study that is not the passive reception of knowledge taught by teacher, but an active process of construction based on knowledge and experience learnt through study before, furthermore, construction bears the characteristic of sociality.Instructional design for biology for the high school based on constructivism must be available to promote the cognitive construction of biology that is actively constructed by students. What the paper refers to is that instructional design for biology of the high school is its teaching design in biology classroom..The theory is put forward, for one thing, to encounter the disadvantages of traditional instructional design for biology of the high school, for another thing, to analyze both the study of its history and present situation of instructional design for biology of the high school based on constructivism and the study of the current theory and conception of instructional reform for biology in high schools. The paper not only discusses the basic theory of constructivism and learning, but also elaborate, that teachers, in their instructional design for biology of the high school based on constructivism. The procedure of this mode includes instructional target analysis and the analysts of students' personalities, the creating of situations, the design of active study and instructional assessment, as well as the performance of experimental research. Through the survey and static data of students' biology results, biology ability tests, as well as self-assassinated of subjective conception of biology learning, this paper demonstrates that the instructional design for biology of high school based on constructivism is beneficial to improve high school students' interest in biology learning and adjust their attitude to biology and in the end helps to improve their subjective conception of biology learning, their ability.