Teaching Research On Collection Practice Of High School Bioogy

With the coming of big-data age, how to acquire, process and use information effectively is the society's requirement for talents, and it is the training objective of China's new curriculum standard as well and it is more the basic ability for individuals to adapt to the society. How to enhance the overall quality of talents is the focus of current research in pedagogy field. Biology textbooks provide the course with important references to achieve its objectives. The research of experiment, model making, extracurricular practice and other practical activities in high school textbooks showed that students still lack sufficient practical ability and the ability to obtain information. So the author researched the topic “Collection Practice of High School Biology” to discuss the value and significance of practical activity for students to enhance their practical ability and the ability to acquire information through educational practice.The method and content of the research was finally established after elaborating relevant researches at home and abroad on the basis of determining the background, significance and method of the research. Research content ?: an investigation of students' information acquirement ability. The result showed that 89% of the students obtain biological information from classroom teaching, which showed students have a narrow information channel; 39% of the students can't use the knowledge they acquired to solve problems; 70% of the students can't apply the knowledge to living practice; the frequency of information exchange between students were low, which is only 9%; 28% of the students surveyed had never conducted inquiry learning and training of biology; 80% of the students had high expectations for the activity. The thesis assigned value to each option in the questionnaire and conducted significance analysis on information ability of students of all grades by SPSS19.0 statistical software, which showed that students in Grade 3 have lower information ability than that of students in Grade 1(p <0.05).Research content ?: the distribution of collection practice in textbooks. Collection practices in high school biology textbooks can be divided into three categories: scientific method, scientific application and social issue, in which there are 4 collection practices in the category of scientific method, 10 collection practices in the category of scientific application and 5 collection practices in the category of social issue; there are 12 collection practices in Grade one textbooks, accounting for 63% and there are 7 in Grade two textbooks, accounting for 37%. Collection practices in the category of scientific method are all distributed in required course I, which mainly studies correct research methods. Suggestion for this kind of practical activity was to imitate and innovate on the basis of former researchers. Collection practices in the category of scientific application mainly collect cases of biotechnology practical application of biotechnology. Because technology is a double-edged sword, the suggestion for it was to seek confirmation for classic cases through various ways. The social issues are mainly distributed in required course III, which mainly aims at arousing students' interests on prevalent important social problems and enhancing their sense of social responsibility. The suggestion for this kind of practical activity was to stimulate emotion and conduct social survey widely.Research content ?: case analysis of practical activities. The implementation result of the case showed that students had higher enthusiasm for the activities and collected more contents with a wider range. Besides, students can express the results more completely and the performance of ability goal was more satisfactory with a more tacit team cooperation.Research conclusions: collection practice can help to cultivate students' information acquirement ability and practical ability; as an organic composition of biology course, collection practice is beneficial to achieve teaching objectives on the whole; it is very important for conducting collection practice effectively to change ideas of students, teachers and parents and improve school's resource allocation.