Practice Research On Compiling And Implementation Of Research-based Learning Plans In Junior High School Biology Teaching

In the new round of curriculum reform which spreads throughout the whole country, the Learning Plan Teaching,as a new teaching way, stands out. The effectiveness of learning plans has won the recognition and praise from both the teachers and the students. But more and more problems have appeared during the long-term use of learning plans. The most serious one is that the students ’ subjectivity has not been highlighted and the students’ independent inquiry and cooperative learning ability have not been improved.Therefore, the author puts forward research-based learning plans in the hope that the current shortcomings in junior high school biology teaching can be improved and students’ subjectivity and exploring spirit can be cultivated. As a result, students can not only obtain knowledge but also train all kinds of skills.In this paper, the autor uses literature research method, questionnaire survey method, interview method as well as experimental method for further research on comp iling and implementation of research-based learning plans in junior high school biology teaching. This paper mainly includes the following several parts:First of all, the author investigates, analyzes and summarizes the exsiting problems in the use of learning plans in the author’s junior school to provide support and reference for compiling and implementation of research-based learning plans.Second, this paper sets forth the theoretical foundation of compiling and implementation of research-based learning plans in junior high school biology teaching which is based on the constructivism theory, humanism theory, the theory of the zone of proximal development and the inquiry-based learning theory.Third, this paper mainly discusses the basic principles and modules of the compiling of research-based learning plans in junior high school biology teaching and lists some learning plan cases. The basic principles of research-based learning plans in junior high school biology teaching mainly include: subjectivity principle, exploratory principle, the principle of set situation opportunely, follow the principle of curriculum and teaching material, the principle of paying attention to individual difference. The modules of research-based learning plans can be generally divided into seven parts: 1. to present objectives and clarify thinking;2. to create situation and stimulate exploration; 3. to guide learning according to the learning plans and explore independently; 4. to explore cooperatively and solve misunderstandings; 5. to conclude and gain some knowledge; 6. classroom training, consolidate the new knowledge, 7. exercises for improvement, migration of sublimation.The fourth part expounds the strategies and process of implementation of research-based learning plans in junior high school biology teaching. Combining teaching practice and the predecessors’ research, the author sums up the strategies of implementation of the research-based learning plans which mainly include: to strengthen the students’ subject consciousness; to create a harmonious and democratic learning atmosphere; to establish development goals scientifically; to strengthen the research method instruction to the students; to position the relationship between the teacher’s teaching and students’ learning; to pay attention to cooperative learning group. In the process of implementing, subjectivity together with acitive exploration is the backbone of the research-based learning plans.The fifth part is to study and check the teaching effects of research-based learning plans through demonstration. In teaching practice, first of all, this paper studies the academic achievements between experimental classes and those of comparative classes. At the same time, this paper studies the changes before and after using research-based learning plans from the aspects of the independent learning, active exploration, cooperative learning etc. These studies confirm that the application of research-based learning plans highlights the students’ subjectivity and cultivates their independent learning ablility and exploring ability in the exploring process of knowledge construction. The teacher’s leading role is highlighted in the teaching process as well.The last part is the concluding part of this paper. It deeply reflects the problems in the practice of research-based learning plans and points out the the deficiency of this study which requires continuous exploring and further perfecting.