The Exploration Of Application Of Forgetting Theory Used In Biology Class In High School

The knowledge of high school biology is broad and trivia. Many basic concepts,principle and phenomenon, both from the specific, intuitive to the abstract knowledge andfrom the macroscopic phenomena to the microstructure, are involved in high schoolbiology. They need to remember more knowledge. Students generally feel large amount ofmemory, boring,"difficult to understand".The Forgetting is impersonal. If we can observe the objective rule to do class teaching,and students carry out the effective learning and review, it’s possible to improve theteaching effect and academic record of biology.Firstly, the relative forgetting theories were compared to find out the forgetting rulesin my thesis. Secondly I made a questionnaire for teachers and students about memorysituation in the teaching and the learning of high school biology, we found out that theforgetting phenomenon was an outstanding problem. Thirdly the thesis tried to offerrelative countermeasure to discuss how to arrange teaching and learning according to theforgetting rule from teacher and student points. Finally an empirical research was done.The author did such experiments in two parallel classes, one class for conventionalteaching and the other for improved teaching according to forgetting rule. Throughout oneand a half semester, we found that there were distinctive differences between the twoclasses. The experimental class improved a lot. The results indicated that the teachingrevolution is effective and of reference value.In a word, helping students to use forgetting rules to master scientific memory methodis rather necessary either for the college entrance examination or for the ability obtainmentof lifelong learning.