Constructing Junior High School Bio-efficient Classroom Based On "KWL" Strategy

Interest and efficiency in the junior middle school biology classroom,much attention has been paid to the dominant position of students in learning was strengthened The educational philosophy of biology curriculum in high school is aimed at constructing students’ knowledge ability,emotion attitude and values,and fully considering the needs of society and Promote people understanding of biological knowledge,enhance the social sense of responsibility.And combining with the characteristics of junior middle school biology teaching and teachers,reasonable effective classroom time in control of time,improve the efficiency of classroom teaching,highlight the explicit knowledge,Pay attention to stimulate the tacit knowledge.Therefore strengthen cooperation and communication between teachers and students,pay attention to the linking relations between knowledge,build efficient biology classroom is imperative.And "KWL" strategy is a kind of can avoid the waste of limited time,timely feedback of teaching information,the students’ learning autonomy and initiative together depends on the original knowledge of effective teaching strategy.Based on this problem,the author based on the strategy of "KWL" to build efficient junior high school biology classroom has carried on the investigation and research,Teachers combining with teaching experiments,the students use "KWL" strategy to improve the metacognitive training,build efficient junior middle school biology classroom for further inquiry.Aims to explore the metacognitive training in the methods to achieve effective classroom,further build a junior high school biological efficient classroom,ascending biology classroom learning efficiency,arouse the enthusiasm for learnin"KWL" strategy for the quantitative and qualitative analysis,mainly used the questionnaire and field research,using the training before and after training,the method of measurement to explore students’ cognitive status quo of "KWL" strategy,analysis :(1)The high school students have a preliminary understanding of the "kwl" strategy.Showing a stable upgrade,the development of more gentle.(2)Individual differences for the "kwl" strategy are relatively large and unbalanced.(3)KWL "strategy a number of basic elements(mainly cognition,experience,monitoring)and biomass were significantly related to grades,illustrates the application of" KWL "strategy to promote the positive help students’ classroom learning efficiency.(4)Different levels of students in the biological classroom learning and its dimensions are significantly different,different grades appear slightly different.Through the 102 grade 2 students based on KWL strategy to build efficient classroom inquiry experiment shows :(1)Use "KWL" strategies,students experience the fun of the knowledge learning,interpersonal and cooperative learning ability have been improved,students formed the ongoing the habit of self-reflection,dare to explore,Biological performance are improved significantly.(2)"KWL" strategy in promoting students’ metacognitive level plays a positive regulatory role,but the cultivation of metacognition has been at the long-term development of the dynamic processTherefore,in order to improve the students’ problem solving and abstract thinking ability,we should pay attention to strengthen using the application of "KWL" strategy to strengthen the yuan cognition training,for the construction of efficient classroom has a positive effectt.But also from the related research and analysis found that the application of "KWL" strategy also has some limitations.