Research On Activities Teaching Practice In Biology Of Junior High School

With the deepening reform biology for a new curriculum, it pay more attention to developing students’ ability and satisfying social needs at biology curriculum of junior middle school in our country, forming students’ previous life experience and knowledge, emphasizing the students’ active study, cultivating the students’ abilities, such as exploring ability and learning ability and solving problems ability.Currently, because the biology curriculum of junior high school is not included in the scope of high school entrance examination in some areas, therefore some students do not attach importance to biology and some students learn other subjects and the others chat at the biology classroom, the most students do not like learning biology. In order to reverse the situation and improve students’ interest in learning biology, the teachers need to find effective ways of teaching. It is effective for activities teaching to culture students’ creative ability, practical ability and the ability to exchange and cooperation, so many teachers and students like activities teaching.The subjects of this research are the students, which are the second grade junior high school students in twelfth middle schools in Guilin city. The Experimental class is class 143 and the number is 40; The control class is class 144 and the number is 38. Experimental class and control class are in the same level for the same year, these two classes of instructors have the same teacher. The content of lectures is the People’s Education Press (PEP) Textbooks for compulsory education biology of grade eight.This paper is researched through literature research, questionnaire research and experimental research methods. We can understand the development of domestic and international activities teaching through literature. Besides, we can also understand the test scores and the degree of students’ interest in biology and the students’ participation in biology activities teaching as well as the degree of students’ interest in activities learning mode and the degree of students’ interest in biology activities teaching through the questionnaires and experimental methodsBefore the implementation of activities teaching, the experimental class 143 and the control class 144 have no significant difference in test scores by IBM SPSS Statistics 20.0 for statistical analysis showed:probability P=0.911, more than a=0.05.After the implementation of activities teaching, the experimental class 143 and the control class 144 have significant difference in test scores by IBM SPSS Statistics 20.0 for statistical analysis showed:probability P=0.027, less than a=0.05, but experimental class 143 test scores have improved significantly.Through the research on activities teaching practice, the experimental class 143 was measured by pre-test and post-test, the results show:It can improve students’ interest in biology through activities teaching; Students willing to participate in activities teaching and students are more interested in activities learning mode; Besides, students are interested in biology activities teaching.This research has achieved some results and achievements, but there are some shortcomings, it is as follows:Firstly, the knowledge of researchers is not enough rich. Secondly, the number of test samples has a certain impact on the experimental results. Thirdly, it is limited by the condition of schools; Finally, It is influenced by the examinations.The author protects that the significance and importance of activities teaching in the future. At last, the author thinks that activities teaching still need practicing and researching in order to promote the development of theory about activities teaching.