Effects Of Different Organizational Structures Of High School Biology Classroom Learning Process

The traditional biology classroom mostly adopts "rice seedling bed" organizational structure, i.e. all students face the teacher. This classroom hinders the communication among students, goes against the mobilization of classroom atmosphere and students’enthusiasm and influences the cultivation of students’ investigation ability in the learning process. To allow students to have the quality required for adapting to social, technological and economic development in the21st century, this research designs a learning organization form-group discussion in biology classroom on the basis of referring to domestic and foreign related theories of course and practical case in combination with the learning process and method and the cultivation of students’emotional attitude and value in the new basic education reform of China, allowing students to communicate and discuss with each other face to face, obtain knowledge and develop learning ability on the basis of active exploration and positive cooperation and learn actively in a positive and harmonious group full of interest so as to meet the requirement of new curriculum reform.This paper discusses the influence of different classroom organizational structures on students’study process and conducts a comparative analysis on group discussion classroom structure and the traditional "rice seedling bed" classroom structure. Test samples are students in Class27and Class28in Senior Two of the First Senior High School in Dashiqiao, Liaoning. Class27is set as experimental class in which group discussion classroom structure is adopted for teaching organization. Class28is control class in which the traditional "rice seedling bed" classroom structure is used for teaching. The content of this research is students’study process which includes two subsystems-cognitive learning and non-cognitive learning. Cognitive learning system conducts evaluation with students’academic performance. Non-cognitive learning system measures the change of student data before and after test with students’learning interest, adaptability and self-efficacy scale.Before test, the researcher measured the academic performance, learning interest, adaptability and self-efficacy of students in both classes. No significant difference was found after statistical analysis with SPSS software. After the implementation of teaching of a teaching unit, the measuring result found that the academic record of the experimental class was69.70and that of the control class was62.25. Significant difference was found through statistical test (P<0.05). This shows that the classroom structural teaching in the form of group can improve students’academic record to a certain extent. However, it was found from the record that students having a poor record before test had a greatly improved record after test, while students having a good record didn’t make significant improvement. The average score of students in the experimental class in the learning interest scale reached68.58and that of students in the control class was54.95. Both had a significant difference (P<0.05) after statistical test. This shows that the classroom teaching in the form of group can arouse students’ learning interest in biology class. The average score of students in the experimental class in the learning adaptability scale reached58.30and that of students in the control class was58.95. There was no significant difference (P>0.05). This indicates that the classroom teaching in the form of group doesn’t have significant influence on students’learning adaptability. A certain number of students are unaccustomed to such classroom teaching organization form. The average score of students in the experimental class in the self-efficacy scale was46.48and that of students in the control class was36.33. Both had a significant difference (P<0.05). This shows that the classroom teaching in the form of group can generally improve students’ self-efficacy. In conclusion, compared to the traditional classroom teaching, the classroom teaching in the form of group can produce positive influence on main factors of students’study process.Research conclusions consider that the classroom organizational structure in the form of group is a humanized teaching organization form which is feasible under certain conditions. It pays more attention to the cooperation among students and their coordinated development and has positive influence on major factors of the learning process. However, not all types of biology course can adopt the classroom teaching in the form of group. Care should be taken for highly abstract or strongly logical biology course contents. Consideration should be especially given to Chinese students’ adaptability to such teaching organization. It should be applied flexibly according to practical teaching contents and students’psychological development characteristics.