| In April, 2001, A Guide to the Research-based Learning for General Senior High School (for trying out) was issued by the National Education Department, which indicates that the curricula of research-based learning, as one of the components of integrated practical activity curricula, are categorized into the system of fundamental education curricula. The fact is accepted as one of the great achievement of curricula reform.The substance of the research-based learning curricula is to implement the learning manner based on research. As a way for learning, research-based learning is involved into students' all kinds of subjects and activities. On the other hand, since classroom teaching and learning is the mam channel for students to learn, the change of learning method has to be carried out in classroom. Consequently it has great significance to study how to put research-based learning in biological classroom into practice.Presently the study of putting research-based learning in biological classroom into practice is relatively weak, as a result of the few publications of the systematic study. Nevertheless the established achievements have testified that research-based learning plays a positive role in biological classroom. Therefore we should not neglect research-based learning as a fontal learning way for human beings because of the existence of the particular research-based learning curricula in implementing new subjects.To advocate research-based learning, the first thing we should emphasize is to comprehend research-based learning in biological classroom. As an experiment-based nature science that studies the essence of life and its principles, the content of biology is extensive and opening. Therefore it has advantaged conditions to implement research-based learning in biological classroom. So long as teachers employ it appropriately, the teaching content cannot only help students to find starting points for some problems, but also provide solid foundation for some research, and assist students to carry out research-based learning.From what has been mentioned above, we may find that it has not only great significance, but also practical maneuverability to implement research-based learning in biological classroom. On the base of the study of theteaching purposes, contents, models, evaluations and implementing approaches in the process of putting the research-based learning in biological classroom into practice, with numerous research methods such as systematic method, literature investigation method, and simulative experimentation employed, my dissertation for M. A. degree, which is titled A Study on the Implementing of Research-Based Learning in Biological Classroom, puts forth a scenario with strong practical maneuverability to bring profit to the teaching theory and practice of biological classroom.My dissertation is composed of five parts. Part one is the review of research-based learning, which expounds the meaning and the basic features of the research-based learning, the significance, the theoretical basis and the historical development of implementing it in biological classroom from theoretical point of view. Meanwhile it defines several related concepts.The second part is devoted to the prophase project in implementing research-based learning in biological classroom. It discusses systematically the establishment of teaching purposes, the selection of teaching contents, the construction of teaching models and setting up of the evaluation of teaching. The next part deals with functioning mechanism. It describes the teaching principles, teaching strategies, implementing approaches and the requirements for teachers in carrying out research-based learning in biological classroom from practical point of view.Demonstrating experiments about research-based learning in biological classroom are conducted in the fourth part. Based on the experiment of procedure exploring teaching carried out in Yanshan, Beijing, and the biological experiment in Pujiang Middle School, Zhejiang, we come to the conclusion that... |
