Using Rural Biological Resources To Cultivate Students' Self-learning Ability

Establishing relationships between students’ life world and scientific world, and giving full play to the subjectivity of students were come up with new curriculum reform. According to development suggestions of curriculum resources in the biological curriculum standards, students’ self-learning ability was combined with utilization of curriculum resources organically. Teachers can use the rich biological resources in rural areas to arouse students’ learning interest and mobilize their learning motivation. This way can not only take full advantage of rural biological teaching resources and cover the shortage of experimental facility in rural school, but also play a part in developing students’ self-learning ability.Weifang area’s biological teaching was investigated as an example in this paper. Firstly, the data was collected by making use of the documentary method. Then the utilization of biological resources and students’ self-learning ability were investigated by questionnaire and interview of students and teachers in six schools of Weifang, the data reveals the relationship between self-learning ability and utilization of biological resources, and carry out correlative study that rural biological resources how to improve students’ self-learning ability. Finally, the collected data was analyzed with excel, so the author obtained the results and proposed the reasonable suggestions about rural school how to use biological resources, especially about improve students’ self-learning ability.Seven chapters are devided in this paper. Chapter one is an introduction, it show the study’s setting and significance. At present, the study that teachers made advantage of rural biological resources to develop students’ self-learning ability was a little, and it put emphasis on teachers’ dominance rather than students’ subject. Students can’t solve practical problems by applying biological theory. For this reason, the author attempt to improve students’ learning interest and self-learning ability, and provide help for enriching biological teaching by leading students into nature and life, and make full use of biological resources.Chapter two presents the research status of utilizing biological resources teathing. Early in the 19 th century, it was paid attention to the study of curriculum resources in foreign countries. Many countries have established specialized development agencies of curriculum resources. It was being studied after 2001 in our country, and the development and utilization of rural biological resources was emphasized gradually.Chapter three are contents and methods. A part of teachers and students that were from six junior middle schools’(three schools in city, three school in rural) second grade in Weifang as objects were investigate by literature, questionnaire and interview method in this paper.Results were analyzed in Chapter four. Type and quantity of biological curriculum resources were compared in urban and rural areas, biological teaching advantages were indicated in rural. The problems that questionnaire and interview reflected were analyzed and the root of problems was revealed. The data is basis that suggests the proposition of biological teaching.Chapter five is a conclusion. Many students in Weifang lacks awareness about biological resources and teachers can’t guide them with active. Students don’t know how to make use of the natural resources effectively and solve the problems that they found. There is deficiency in students’ self-learning ability. Rural biological resources indeed play a positive role in cultivating students’ self-learning ability.Chapter six are teaching suggestions. Firstly, teachers are supposed to strengthen the link between biological teaching content and students’ life, modern society, development of science and technology, and develop students’ learning interest. Secondly, teachers with teaching process should guide students to find biological problems in life. Thirdly, students should think and observe more about things around particularly biological phenomena to enrich their direct experience. Fourthly, students should change their thought, and clear the sense of learning and explore learning interest. Fifthly, parents ought to lead children to participate more in toil and let them help parents solve practical problems. Finally, local governments should take advantages of rural resources adequately, exploit practice base by multi-path, and provide technical support for agricultural production while provide practice opportunities for students.The seventh part is insufficient and prospect, reflects on the problems existing in the process of the study.