Research On Senior High School Biology Classroom Teaching Practice Based On Experiential Learning Theory

With the continuous promotion of education reform in our country,the new curriculum reform of biology in senior high schools is deepening.In 2017,the new biology curriculum standard was promulgated,emphasizing that biology teachers should attach importance to the cultivation of student’s abilities,explore more effective teaching strategies,and strive to improve student’s core literacy in biology.The core of experiential learning theory is to emphasize the students’ personal experience.Through the creation of situations,students can participate in themselves,acquire knowledge,ability and form emotions independently.In recent years,more and more educators have paid attention to the theory of experiential learning.Based on the theory of experiential learning,this paper studies the application of experiential learning in senior high school biology teaching practice.This study is based on a large amount of relevant literature,Using the survey method,two classes of students in the first year of the 28 th Middle School of Hohhot and 30 biologists in some high schools in Hohhot were investigated.Using the observation method,the psychological characteristics,physiological characteristics,cognitive ability characteristics and classroom performance of the two classes in the first grade were analyzed.Using the practice research method,the teaching practice and research of experiential learning were carried out for the two classes in the first grade.Statistical analysis was used to analyze and evaluate the questionnaires,classroom observation scales,and pre-test and post-test academic achievements,and to analyze and evaluate the implementation effects of experiential learning.Studies have shown that:(1)Most students have low interest in learning biology and poor ability to learn biological knowledge.They only rely on the traditional learning method of “listening and speaking in class and practicing after class” to learn biology,and have not yet formed an effective biological learning method;Most of the students have not yet had a good core literacy in biology,which needs to be improved;Most biology teachers understand the teaching method of experiential learning,and also believe that experiential learning helps students understand knowledge.However,experiential learning teaching design is rather complicated and is seldom applied in biology classroom teaching.The physiological characteristics of the students in the first year of senior high school are that their organs are gradually maturing;The psychological characteristics are strong curiosity and increased concentration;Cognitive ability is characterized by gradual improvement of logical thinking ability.(2)According to the characteristics of the learning situation of senior one students and the content of compulsory biology teaching materials,and according to the specific requirements of the new curriculum standard,three experiential learning teaching methods are proposed,namely role-playing experiential learning,life situation experiential learning and scientific history experiential learning.This paper summarizes and sorts out the curriculum contents that are most suitable for role-playing experiential learning,life situation experiential learning and scientific history experiential learning.(3)Teaching cases are designed and implemented for role-playing experiential learning,life situation experiential learning and scientific development history experiential learning respectively.Three experiential learning case design strategies are elaborated from different angles and corresponding implementation suggestions are put forward.When designing role-playing experiential learning cases,teachers should organize students to cooperate in groups,guide students to discuss with each other,and jointly discuss the “role” of knowledge.Give students enough space to think,let students exert their imagination as much as possible,and freely construct the “role” of knowledge.Give students a platform to show themselves and let them fully play the “role” of knowledge.When designing experiential learning cases in life situations,teachers should make full use of student’s existing knowledge and experience to create life situations on the basis of student’s existing knowledge level.Using visual teaching methods,using multimedia to present pictures,animations,videos,etc,to help students understand new knowledge,and guide students to connect new knowledge with existing experience,thus explaining life phenomena and applying what they have learned.When designing experiential learning cases in the history of science development,teachers should appropriately supplement textbook materials and present students with complete stories of scientists’ exploration.When analyzing the history of science development,the “question string” is used to arouse students’ thinking so as to enhance students’ experience of scientists’ exploration process.(4)The general patterns of experiential learning teaching design in senior high school biology class are: analysis of learning situation,teaching material analysis,analysis of learning objectives,determination of experiential learning teaching methods,creation of experiential situations,design of experiential activities,demonstration and implementation of experiential learning cases,and evaluation of the implementation effect of experiential learning.The results of teaching practice show that,Implementing experiential learning in senior high school biology classroom teaching is of great help to students in learning biology.It can significantly improve student’s interest in learning,help students to understand and remember knowledge,significantly improve student’s learning ability,improve student’s scientific inquiry ability,and further improve student’s biological performance.It is feasible to introduce experiential learning teaching mode into senior high school biology class.