Ideal Application And Study Of Biology Teaching Strategies In Senior High Schools

With the theory of Pedagogic Psychology, this paper is aimed to analyze the biology classroom teaching of Senior High School and describes how to apply valid teaching strategy (VTS) combined with the characteristics of biology. Also it adopts the method of documentary, questionnaire, and quasi-experiment to, theoretically and practically, offer an elementary discussion and disquisition on how to apply VTS in biology lessons, which is supposed to enable biology teachers to give effective classes.Based on the research of present teaching strategy, the goal of the subject of this paper is to further enrich and develop the theory of teaching strategy, to discuss available ways of applying VTS in biology lessons of Senior High School, and to study the connotation and features of teaching strategy of biology lessons so that the teaching efficiency as well as its quality will finally be improved.In the unit of Theoretical Research, the author clarifies the connotation, features and classification of teaching strategy through the conclusions of those researchers home and abroad in this field. This unit also points out that teaching strategy is operable and supplies a transform from teaching theory to teaching practice. The application of teaching strategy is a key condition of improving teaching efficiency.The unit of Practical Research consists of four parts, which relatively presents teaching strategies of feeling principle, progressing principle, activity principle and feed-back principle. This unit also puts great emphasis on how to carry out the above four teaching strategies in biology classroom teaching through many authentic and specific cases. Meanwhile, the unit theoretically discusses different principles of the application of teaching strategies (that is, the principle of pertinence, stratification, flexibility and comprehension) and stresses an organic integration of the application and biology itself.We put into execution the VTS in the experimental class to arouse students' interest in their study from different angles in multilevel to develop their abilities and to cultivate their emotion, attitude and view of value. Simultaneously, in the contrastive class we use traditional teaching methods. The whole research experiment lasts a period of one year. And we adopt quantitative research (accomplishment evaluation and questionnaire) and qualitative research (group discussion of students and homework evaluation) in our assessment part. The eventual conclusion is that teaching in the experimental class is more vivid and dramatic and due to the harmonious atmosphere, there's always a timely response of teaching. In terms of grades of biology examinations, students in the experimental class can achieve higher marks that those in the contrastive class. And in terms of learning motivation and emotion, there is an explicit difference between the two classes that students in the experiment show a further interest in having biology lessons. Finally, the students in the experimental class own a better learning ability.The main conclusion of our experiment is that applying VTS can undoubtedly improve teaching efficiency and quality. And it can also stimulate students' learning motivation, develop their learning ability, foster good emotion, help establish excellent relationship between teachers and students and promote teachers' professional knowledge.There are some innovative ideas in this paper as follows:1. The paper explores the way of how to apply VTS in biology teaching of Senior High School and consummate the theory of VTS.2. In terms of Pedagogic Psychology and biology of Senior High School, this paper theoretically discusses the VTS. And it also gives prominence to its biological characteristics and defines the principles of application...