A Study On Pre-learning Assignment Of Biology Teaching In Senior High School

With the advancement of the College Entrance Examination reform,there have been changes in people’s values of education.New curriculum reform stresses the notion of cultivating students with brand new ideas,making them lifetime learners as well as all round talents in moral,intellectual,physical,aesthetics,and labor education.As a teaching model in student-oriented education,pre-learning has been playing an important role in fostering morality and cultivating students.This teaching model has been applied to math,chemistry and geography teaching,and has achieved great success in practice.This thesis applies pre-learning model to biology teaching,and by designing and assigning pre-learning tasks,the author hopes to explore into a model guided by the principle of “learning before teaching,and teaching through learning”.The author carries out teaching experiment in an effort to raise the efficiency of teaching,and contribute to students’ all-round development in some ways.After consulting a wide range of literature,this thesis is theoretically based on Student-based Education,Constructivism,and Theory of Self-efficacy.Pre-learning practice is carried out by adopting methods of literature analysis,survey,and experiment and resorting to New Oriental OKAY Wisdom Class.Senior 1 students of Guang’an Friendship Middle School are chosen as objects of study.After designing interview outline,the author interviews teachers on the implementation of pre-learning as well as the factors affecting its application.Meanwhile,student questionnaires are prepared to make a survey on students about their attitude towards pre-learning and learning initiative.The survey shows that the present situation in biology teaching is quite worrying.Meanwhile,the students are eager for guidance on learning,which lays the practical basis for pre-learning teaching.According to results of survey and mid-term grades,experimental classes and control classes are selected for further teaching experiment.Pre-learning assignment design,as the key to pre-learning teaching,sticks to five principles,namely goal orientation,interestingness,situationality,moderation,and feedback.In teaching practice,Molecules and Cells by People’s Education Press is taken as an example,and pre-learning assignments are adopted in course of biological concept,laboratory course,course of scientific history,and review course.In teaching strategies,the author stresses elaboration in design,proper use of the Internet,evaluation and feedback,adjustment in teaching design,and student-oriented teaching.After half a term’s teaching practice,the author makes an evaluation of effects of learning,such as final exam grades and student performance in disciplinary activity.The results show there’s obvious difference in final scores between experiment classes and control classes,which indicates that pre-learning model makes a difference in improving students’ performance in final exams and enhancing biological literacy.Also,the “learn,think,explore,teach,practice,comment” model in student-oriented class is effective in pre-learning teaching practice.This thesis applies pre-learning strategies in Senior High School biology teaching,and summarizes strategies in pre-learning assignment design and teaching design.It makes an effort to enrich the theory of pre-learning,and guide further teaching practice.Meanwhile,it hopes to improve classroom efficiency,providing biology teachers in Friendship Middle School with new ideas in teaching.