A Study On The Application Of Incentive Teaching Method In Junior Middle School Biology Teaching

The concept of the new curriculum reform focuses on the "people-oriented" spirit, emphasizing the teacher should create a certain situation that students can be active in thinking, solving and exploring the solution. While the current junior high school biology teaching, the teacher still apply traditional way------"explain-accept", compulsory teaching is relatively outstanding. As that limits, students lack of independent learning ability and can’t actively participate in the process of the construction of knowledge, and this is the one of the most important factors that restrict the development of the students. How to stimulate students’learning motivation and improve the students’ability of autonomous learning is the request of new curriculum reform and the implementing quality-oriented education. Therefore, the research on incentive teaching has important practical significance.Firstly, the author adopted documents study to summarize relevant concepts, theories and research status, elaborated the principle and method of incentive teaching in detail, stated each specific application of the method in particular. In practice, I use this method systematically. Finally, through questionnaire survey, classroom observation and academic achievement test to master the students’ability of autonomous learning, academic performance and the change of learning behavior.The object in this research is the students of grade 2 in "Zhang Mu tou Middle School" in Guangdong Province. In eight lesson teaching, comparative class using traditional teaching method, experimental classes using incentive method, including target motivation, language motivation, competition motivation and interest motivation.Practice results show that the improvement in autonomous learning ability, experimental class is more obvious than that in comparative classes. In autonomous learning ability, experimental classes of students learning initiative consciousness, learning interest, content, process, results and learning environment has the remarkable difference compared with that in comparative classes. But the students’ self-efficacy, learning methods and learning time differences are not significant. Changes in students’ academic performance, process of experimental class is outstanding. On students’ learning behavior change, the experimental class learning is more active, the achievement of learning goals is more ideal.Under the support of psychological theory and experimental data presented in this paper, demonstrates the correlation between incentive teaching method and the ability of autonomous learning. To a certain extent, implementation of incentive method can improve the students’ autonomous learning ability, academic performance, learning behavior and be good for cultivating students’ ability. At the same time, through the study process, I found that teaching practice research itself is also promoting the improvement of teachers’ professional level, teachers’ understanding of the concept of curriculum reform. Due to the practice condition is limited, this study has two shortcomings:one is the experimental time is shorter, the influence of objective factors cannot be ignored; Two is the sample size is small, incentive method is applicable to all the junior middle school students has yet to be further research.Hope that this research will provide some information and reference in-depth study of the relevant counterparts in the future.