Research On The Application Of Experiential Teaching In Biology Teaching Practice In Junior Middle School

Biology teaching in junior high school is currently facing many challenges.In Guangdong Province,biology in junior high school is not included in the middle school entrance examination,so students do not pay much attention to biology.Students are generally unable to contact the natural environment,and the efficiency of biology teaching is generally low.As teachers,we should let education return to reality,back to our daily life,that is to say,life is the best education.Over time,many new teaching methods have entered the field of education.Experiential teaching,which is widely used in the field of teaching,just as its name implies,in teaching activities,teachers create relevant scenes or situations so that students are highly involved in the learning process,integrate teaching materials into them,and guide students to experience the situation,actively learn knowledge,clarify cognition,and reflect on the harvest.Experiential teaching can promote students to have positive emotional experience,can have a good impact on cognitive activities,and can give us new inspiration to solve the current problems of low participation in the middle school biology class,lack of learning motivation and low interest in biology.First using the literature method,this paper has a detailed analysis of the experience type teaching principle,theoretical basis and practice to zhuhai jiuzhou junior high school grade two classes as experimental object,after a semester of experiential teaching,in the whole process,through literature research and the analysis of the status quo to perfect the "experiential" teaching pattern for each process.Questionnaire survey and interview were used to detect the changes in students' attitudes towards biology learning before and after the implementation of experiential teaching.Finally,the differences in all aspects of the results between the experimental class and the control class of traditional teaching were compared by means of statistical analysis.After the experiment,the results of the test,questionnaire survey and interviews with students and teachers show that the "experiential" teaching method of biology in junior middle school can effectively break through the theory and practice of experiential learning,and provide effective guidance for teachers' teaching.The practical research draws the following conclusions: The application of experiential teaching can improve students' grades,and in the process of learning,improve students' interest in learning,produce positive emotional experience,so that students have a better performance in class;It can effectively promote students to actively participate in teaching activities,improve and enhance the relationship between teachers and students;It improves the effectiveness of classroom teaching of biology in junior middle school.There are also some limitations in this study.This study only studied the class I taught,and the number of participants in the study was small,so it did not consider the influence of classroom styles of different classes and other factors on learning.All these problems need further exploration by researchers or front-line teachers.