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With the rapid development of science and technology, environmental issues become increasingly prominent, more and more and more people understand and feel the environmental stability and the importance of coordinated development, environmental protection has become the 21st century, the major problems facing humanity have been referred to States on the agenda. Therefore, the strengthening of the universal ecological education, raising awareness of urgent environmental protection of citizens, especially in the emerging consciousness of students to carry out effective environmental education will play a multiplier role. Bio-environmental education curriculum is the main positions in the past and present-day organisms tutorial in the various chapters have considerable environmental issues related to the content and length. Therefore, in the biological process and the teaching objectives of teaching in areas such as organic content of the ecology and basic theoretical knowledge linked to a biology teacher in the biological process of teaching responsibilities and obligations incumbent upon which we must pay attention to issues. I take full advantage of the classroom in teaching both inside and outside of time, combined with a number of specific examples and festivals, to mobilize the enthusiasm of the students and enthusiasm. Made a good educational results.

1. Make full use of subject characteristics, the main channel to play the role of ecological education

Knowledge of biology and environmental protection are inseparable, but also with the knowledge of life most closely, therefore, set up in biology teaching and strengthening the environmental education content is also most effective. Biology teachers should focus on the advantages of biological disciplines, combined with the students around things, specifically the emergence and penetration of life, often encountered in the environment, organically integrated into the classroom in time, greatly stimulate students interest. Such as the creation of environmental protection knowledge contest, covering the environment and environmental issues, environmental pollution, disease prevention and control and so on. Textbooks, teaching materials can also be combined to carry out family planning, people and the environment, the role of biotechnology in the environment, ecosystem balance and stability in the relationship between environmental protection and so on. Everywhere from the student’s practical conditions, specific analysis, summarize and resolve specific issues, from interested staff, to develop students environmental awareness. At the same time making full use of school-based curriculum, the environmental issue as a breach of quality education of students so that all in-school environmental education teachers and students form a thick atmosphere, and really play to the advantages of biological disciplines to play a good ecological education and environmental protection as the main channel .

2. Context of the specific activities in an effort to create all the teachers and students to protect the environment of action

Environmental protection is one of China’s basic national policy. In a relatively balanced ecosystem in accordance with the ecological laws, in harmony with nature, is our basic point of departure. To allow students of different ages take concrete action to concern and care for the environment, in our biology teacher preparation and a positive initiative, the school engaged in a variety of environmental education campaign, the real action in the whole school set off the culmination of environmental protection, and even impact on surrounding residents. Content and form of specific activities are as follows: to enable students to engage in once a year a small Zibianziyan environmental protection programs to infect more people; every quarter by the love team to collect and publish environmental protection, small posters to affect more people; basic knowledge of environmental protection, competition held regularly in order to stimulate more people: to carry out the activities of a variety of genres of the essay prizes, to encourage more people; the use of Sunday organized students to rural areas, living area clean-up garbage, “white pollution , “Determination of soil composition and pH, to investigate the farm parasites and other activities, attracted the attention of citizens, so that more people pay more attention to environmental issues. These practical activities to develop students to participate in and concerned about protecting our environment, training students to join the experience of environmental protection in action and will. Teachers and schools are conscious of some knowledge of the environment due to the introduction of extra-curricular, teaching is a further elaboration of environmental knowledge, visualization, and to stimulate students interest in learning and motivation, thus expanding the horizons.

3. With specific numbers and examples to consolidate the awareness of environmental protection

Number of the most right to speak, the most telling of the importance of the living examples in education play an irreplaceable role. The classroom is the main battlefield of education, the current in the special case of biological materials and the specific number of very large, very good interpretation and use them will be effective and efficient. For example, during “Food hygiene” teaching, that human activities may also lead to a large number of new infectious disease epidemic, combined with Shanghai in 1986 because there is no scientific way eating clams and the outbreak of hepatitis Mao in 2003, due to people feeding animals such as civet cats harm caused by a world of “SARS” in 2004, Guangdong Province, because people ignore the production of protective measures against the outbreak of schistosomiasis and other examples of human health, so that students understand the right healthy eating habits is precondition for a healthy basis for further benefit from the environmental good. Increasingly clear the importance of protecting the environment, and to summarize the human, once damaged the environment and the natural environment will have been revenge conclusions.

In short, the planet’s resources, though abundant, but it is limited, particularly its stability and resilience are more vulnerable, once more than the limits of human nature must have been the punishment, human health and survival will be under direct threat.因此. We have to start from the self, from the start now, from the things around us start to raise awareness of environmental protection, specifically to go into action. Through a series of teaching and practice activities, from student life and learning characteristics of the actual use of all available teaching resources, to enable students to maximize personal development and improving the student’s interest and enthusiasm to enhance the student’s social a sense of responsibility to guide students to the harmonious development between man and nature, to develop their awareness of environmental protection and enhance ecological knowledge, in order to build a harmonious society to cultivate qualified reserve force.

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With the new round of curriculum reform in full swing, the highlight individual students based on the scientific spirit and innovative thinking habits have become the core of secondary education. Biology new course called for the teaching of knowledge, abilities, students in the formation of a unified ideological and moral integration in the teaching process. However, many schools and teachers continue to implement the traditional teaching, not only teach theory learning theory; only imparting knowledge there is no capacity building, intellectual development; only to teach students to “learn” knowledge rather than teaching students “will learn” knowledge. Teaching method has become the new curriculum reform is lagging behind one of the bottlenecks. To achieve the new curriculum objectives, teaching methods must be reformed, because “an active teaching method requires students to not only to become a recipient of knowledge, but also a knowledge of the explorers, the creator.” Tian Joo-cheong, the process of teaching and training objectives harmony .

In conclusion, Bruner found that law is based on the ideas predecessors education, drawn from the extract refers to the students to learn on their own, often referred to as discovery learning (Learning through discovery). Bruner pointed out: “discovery, whether by a student alone to explore ourselves, or by a scientist in his most outpost of that field out of cultivation, in essence, is to re-organize or adapted so that one can go beyond this re-collected evidence, to gain new insight into the capabilities. ”

Teachers in teaching, we must intend, “to retain some exciting ideas series, guiding the students themselves to discover it.” Discovery method are not limited to the pursuit of human things has not yet known, rather, it includes access to their own personal knowledge of the mind all means. “Discovery method is students,” according to their own way rather than according to books like to learn things organized an activity. “This approach focuses on guiding the students themselves to” discover the concept of knowledge has not previously been asked the relationship and a similar regularity as well as accompanied by a sense of confidence in own ability. “According to Brunner’s exposition can be seen: discovery method is based on the development of creative thinking ability of students as its main purpose, the basic structure of subject content, so that the students themselves to discover, explore their own answers, learn how to learn a kind of teaching method . found that laws require teachers to have to study his teachings fork school students to study law to “to teach theory of learning” to “in order to study theory of teaching.” meet the biological requirements of the new curriculum in line with the cognitive characteristics of middle school students . We tried within six months found in France for more than 10 sections of teaching lessons, “seed germination” is one of the section.

Discovery method of teaching the use of a “seed germination”

1.1 teaching goals. (1) Knowledge Objective: To understand the need for certain conditions, seed germination and the germination of three external conditions are indispensable: Understanding the self-conditions for seed germination. (2) Capacity objectives: to enable students to learn the simple observation methods to develop observation skills and comparative analysis of thinking skills. (3) affective objectives: to enable students to initially establish, within a unified external dialectical point of view; students the spirit of cooperation.

1.2 teaching preparation. Set up study groups, each group of 4-5 people. Preparatory work by the team leader in teaching! Be completed under the leadership of the mouth. Namely: each group to prepare six mineral water bottles, respectively, 1,2,3,4,5,6 label, bottom of the bottle have a thin layer of cotton mat. In the 1,2,3,4 release bottle No. 10 seeds have great vitality and a complete dry. 5, put 10 bottles of boiled seeds, 6 bottles of pills 1O put the seeds of destruction of embryos. Bottle No. 1,2,3,5,6, respectively, to watering. 4 bottles of water. No. 1 seed all the bottles of water to drown the other bottle simply wet cotton. No. 3 bottles will be placed in the refrigerator four degrees Celsius, the other bottle incubation temperature of 20 ℃. While cultivating side observation, the teacher asked each leader must do the experiment recorded in this group. Class the previous day as part of a complete soaking the seeds. And above all for the common bean seed.

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With the new round of curriculum reform in full swing, the highlight individual students based on the scientific spirit and innovative thinking habits have become the core of secondary education. Biology new course called for the teaching of knowledge, abilities, students in the formation of a unified ideological and moral integration in the teaching process. However, many schools and teachers continue to implement the traditional teaching, not only teach theory learning theory; only imparting knowledge there is no capacity building, intellectual development; only to teach students to “learn” knowledge rather than teaching students “will learn” knowledge. Teaching method has become the new curriculum reform is lagging behind one of the bottlenecks. To achieve the new curriculum objectives, teaching methods must be reformed, because “an active teaching method requires students to not only to become a recipient of knowledge, but also a knowledge of the explorers, the creator.” Tian Joo-cheong, the process of teaching and training objectives harmony .

In conclusion, Bruner found that law is based on the ideas predecessors education, drawn from the extract refers to the students to learn on their own, often referred to as discovery learning (Learning through discovery). Bruner pointed out: “discovery, whether by a student alone to explore ourselves, or by a scientist in his most outpost of that field out of cultivation, in essence, is to re-organize or adapted so that one can go beyond this re-collected evidence, to gain new insight into the capabilities. ”

Teachers in teaching, we must intend, “to retain some exciting ideas series, guiding the students themselves to discover it.” Discovery method are not limited to the pursuit of human things has not yet known, rather, it includes access to their own personal knowledge of the mind all means. “Discovery method is students,” according to their own way rather than according to books like to learn things organized an activity. “This approach focuses on guiding the students themselves to” discover the concept of knowledge has not previously been asked the relationship and a similar regularity as well as accompanied by a sense of confidence in own ability. “According to Brunner’s exposition can be seen: discovery method is based on the development of creative thinking ability of students as its main purpose, the basic structure of subject content, so that the students themselves to discover, explore their own answers, learn how to learn a kind of teaching method . found that laws require teachers to have to study his teachings fork school students to study law to “to teach theory of learning” to “in order to study theory of teaching.” meet the biological requirements of the new curriculum in line with the cognitive characteristics of middle school students . We tried within six months found in France for more than 10 sections of teaching lessons, “seed germination” is one of the section.

Discovery method of teaching the use of a “seed germination”

1.1 teaching goals. (1) Knowledge Objective: To understand the need for certain conditions, seed germination and the germination of three external conditions are indispensable: Understanding the self-conditions for seed germination. (2) Capacity objectives: to enable students to learn the simple observation methods to develop observation skills and comparative analysis of thinking skills. (3) affective objectives: to enable students to initially establish, within a unified external dialectical point of view; students the spirit of cooperation.

1.2 teaching preparation. Set up study groups, each group of 4-5 people. Preparatory work by the team leader in teaching! Be completed under the leadership of the mouth. Namely: each group to prepare six mineral water bottles, respectively, 1,2,3,4,5,6 label, bottom of the bottle have a thin layer of cotton mat. In the 1,2,3,4 release bottle No. 10 seeds have great vitality and a complete dry. 5, put 10 bottles of boiled seeds, 6 bottles of pills 1O put the seeds of destruction of embryos. Bottle No. 1,2,3,5,6, respectively, to watering. 4 bottles of water. No. 1 seed all the bottles of water to drown the other bottle simply wet cotton. No. 3 bottles will be placed in the refrigerator four degrees Celsius, the other bottle incubation temperature of 20 ℃. While cultivating side observation, the teacher asked each leader must do the experiment recorded in this group. Class the previous day as part of a complete soaking the seeds. And above all for the common bean seed.

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Course resources are the basis for course construction, and actively develop and use of biological resources are of course a strong guarantee for the implementation of the new curriculum. Has been carrying out the survey.

A survey and methods

The survey selected Changzhou City, Jiangsu Province, part of secondary school teachers and students.

The survey mainly uses a questionnaire survey methods. The preparation of a “high school biology curriculum resource development and utilization of student questionnaire” and “high school biology curriculum resource development and utilization of a teacher survey questionnaire”, teachers handed out 88 copies of the questionnaire, 85 were recovered, the recovery rate 96.6% Total Student Questionnaire issue 300 copies, 298 were recovered, the recovery rate 99.3%. In addition to a questionnaire, but also on some biology teachers were interviewed.

2 Analysis of survey results

2.1 biology curriculum resource development and utilization of the basic status quo

2.1.1 Teachers biology curriculum resource development, basic understanding of

Teacher of biological understanding of the new curriculum is a curriculum resource development and utilization of biological basic premise. Survey results show that teachers “course resources” essential to understand: the 98.4% of biology teachers have heard of, 1.6% of the biology teacher has not heard of it. The new curriculum being implemented, 88% of teachers feel that the basic adaptation, 10% of teachers feel that part of the adaptation, 2% of teachers found it difficult to adapt to. Further investigation showed that teachers curriculum resources development and utilization of biological understanding of the significance (see Table 1), first of all is to enable students to better grasp the biological knowledge and the need for further education students in examinations; followed in order to enhance student learning of biological interest; and finally In order to change the structure of biological knowledge of students and the promotion of biological learning style changes.

2.1.2 Teachers curriculum resources of biological identification and utilization of

The survey found that biology teachers more aware of weak curriculum resources, curriculum resources, the average recognition rate was only 68.8%. From “high school biology teachers in the use of curriculum resources,” read the survey results, teacher use of curriculum resources, is not optimistic, 59.3% of the curriculum resources are rarely used or have never been used.

Based on the “biology teacher curriculum resource utilization questionnaire” in some of the typical options for statistical analysis of the curriculum resources, with 50.1% of teachers rarely or never use “in the classroom of biological angle, poster and other propaganda and biological knowledge” ; 82.5% of teachers with little or never “take their students on the campus of plants listed”; 85% of teachers with little or never “take their students to a local orchard, or other production base to visit and study.”

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First, analysis of social construction of scientific knowledge

People’s scientific knowledge to explore how the nature of scientific knowledge from the beginning of a profound reflection. In! ‘Century, the West, because of scientific knowledge both in theory and application of the tremendous progress achieved, so that scientific knowledge in modern society has made little conceited of the hegemonic status; but also the application of scientific knowledge as a result of a large number of social, cultural issues, makes it reasonable launched its in-depth criticism. Especially when scientific knowledge has a “life control” and began to dominate the state and society together the rise and fall, when the ideology of scientific rationality put on the cloak, he began to reject and combat the non-scientific knowledge, when it became the other knowledge, and cultural suspicion and critical targets. Some even put forward the “end of science” to promote awareness of the nature of scientific knowledge, rethink.

Representative of post-modernism, Derrida, Foucault, Lyotard and so on, as a model of modern thought, scientific knowledge, in-depth criticism. Foucault believes that the modern society and ancient society to distinguish the key factor is the social construction of scientific knowledge and its application in society. Because the existing knowledge in the field of scientific discourse with the modern social and political power in the field of operation of the strategy is collusion. On the one hand, scientific knowledge in order to “objective”, “value-free”, “universal right” of the truth as widely disseminated in the community; the other hand, as a certain social power and ideology in the implementation of the basic functions of social control , to regulate people’s social life plays an important role. In fact, those who have been recognized, have been allowed to exist in scientific knowledge are in fact as a discourse of power exists.

Post-modern science and philosophy of science conducted in-depth knowledge of the nature of the criticism. Because in the traditional view of epistemology, scientific knowledge is the Proposition has been proved to be true, the methodology is to use correct reasoning from an objective, and correct the initial premise of scientific knowledge, not with any social value of composition; The method of evaluation of scientific knowledge that is proven true method of scientific claims. However, the subsequent development of scientific knowledge, especially in the birth of relativity and quantum mechanics was soon shown that scientific knowledge can not be proved to be true, scientific institutions and can not guarantee that always produce the truth. To Kuhn, Popper, Lakatos, Feyerabend and others as representatives of the philosopher of science, the traditional view of epistemology and scientific knowledge to conduct a thorough liquidation questioned that adhere to the “observation”, “logic”, “experimental” and “evidence” such as efficiency and rationality of scientific knowledge, rationalism, belief in the “observation of percolation theory,” “objective, value-free research is impossible,” and other concepts. Feyerabend and even the scientific knowledge of the ethics and politics of criticism, not only the “pluralism” and “how anything goes” methodology of scientific research, but also advocated “scientific chauvinism,” a profound critique of scientific knowledge and political separation of powers, and all knowledge, all equal “liberal” viewpoint.

Among the many disciplines and theoretical schools of the nature of scientific knowledge of the study, the sociology of scientific knowledge, the theory of constructivism is the study is fairly representative, it is worth learning from.

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A comprehensive practical activities focus on teaching “process” is a collection of the process of

Rather than a comprehensive practical activities is a practical course, is an experiential curriculum, as it is a process-oriented curriculum, which focuses on the educational value of the process reflects the “process philosophy” implication. In a sense, there is no process, there will be no comprehensive practical activities curriculum itself, the value and significance of their courses also vanished, curriculum goals will be impossible to achieve.

(A) Integrated practice teaching is a process of collection of

Comprehensive practical activities teaching the course by numerous sub-structure, each sub-process and its various aspects are included in the development of an impact on students. This process is the design process generally includes teaching objectives, content development process, the performance evaluation process, resource development and utilization of the process and so on. Although the curriculum and teaching can also be understood as a process, but it is with the curriculum and teaching process is significantly different, the main difference in the pursuit of “process” approach, opportunities and constraints.

Teaching objectives from the point of view, the curriculum design of teaching objectives based on curriculum standards, the curriculum standards require a comprehensive practical activities is much lower than the relevant provisions of the Platform for detailed curriculum guides. Integrated Practice Course is just on the course outline to guide the overall vision and goal to make a general description of the objectives and themes for activities in areas of activity not covered by the basic objectives of these goals depends largely on the design of action research for teachers on the basis of actual conditions well-developed. Integrated Practice Course objective of the design process of teaching in the “form” on the student’s need can be divided into diagnostic process, the content analysis process, in the “content” can be divided into affective attitude of objective design process, design process capability objectives, knowledge objectives of the design process, performance of target the design process.

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Knowledge systems in the high school biology study and do experiments to learn basic knowledge of biology, improve the overall quality requirements. High school biology curriculum standards attached great importance to biological experiments, the initiative “to improve biological science literacy, for all students, promote learning and inquiry-oriented and real-life connection,” the basic idea of requiring students should master a range of related skills, including operational skills scientific inquiry skills in general, compare, judge, analysis and reasoning and creative thinking skills and critical thinking. Therefore, the new curriculum standards, in particular emphasis on students in the biological course of study in the course of practice, more emphasis on practical experiments and other activities.

A “three links” Teaching Model of significance

1.1 The present situation of teaching from the experiment

As the high school programs and more compact class, students are less likely to spend a lot of time to do experiments after school to improve test skills mainly through the completion of the experiment the classroom. Construction of biological experiments teaching model can help teachers boost from the overall teaching and learning process to understand and explore the relationship between various factors and diverse manifestations, is conducive to teaching activities of teachers to grasp the essence of dynamic and laws to improve the quality of teaching experiment.

1.2 terms of the functions from the teaching model

On the one hand, it is the teaching practice of teaching theory is applied to the intermediate links; the other hand, it is up for teaching the theory of teaching experience, the conversion part. Individual teaching experience teaching model can be generated by further be enhanced to the level of universal significance of the theoretical guidance.

1.3 from the experiment to see the status and role of teaching

Ordinary high school biology curriculum standards, not only increased the number of experiments, the experimental requirements are getting higher and higher. To a new high school textbooks, for example, compulsory arranged for 15 experiments (including three elected to do), five research topics. In addition to confirmatory test, it also increased the quantitative and qualitative analysis of experiments, simulation experiments to explore the experiments and design of innovative types of experiments. A substantial increase in the number of experiments, experimental type of diversification, the experimental increase in the level of demand, requiring teachers to adopt the “Merit” in the teaching mode teaching. Therefore, the establishment of the Teaching Mode of biological experiments is very necessary.

2 “three links” to build the theoretical basis of teaching mode

2.1 Constructivism

Constructivist learning is that the process of constructing a proactive, learners take the initiative based on prior cognitive structure and selective perception of external information. Knowledge is the rationalization of personal experience rather than stating the truth of the world, individuals with limited previous experience in the construction of knowledge can not be determined whether it is the ultimate reflection of the objective world. The structure of knowledge is not arbitrary, the process of constructing knowledge, we should discuss and reach agreement with others, to constantly be adjusted and amended. Construction of a wide range of learners, out of the complexity of things, learning the special nature of emotional, personal previous experience of the unique nature of each learner construction of the meaning of things is different.

Constructivist view of learning reflects the learner’s previous experience-oriented, focusing on learner-centered, respect for the personal opinions of learners, focusing on interactive learning. Constructivist learning theory “natural” on the experimental skills learning “soft spot.”

The “three links” model is particularly suitable for classroom teaching to achieve constructivist learning environment, encourage students to build their own cognitive structure to develop a variety of capacities; the same time, constructivist learning theory of “three links” classroom teaching model provides the most powerful The theoretical support.

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In the “normal high school biology curriculum standard (experimental)” in “Course design ideas” section of the exposition, “Genetics and Evolution,” the value of teaching modules that the module will help students to comprehend “hypothesis deduction, model building and other scientific methods and their application in scientific research. ” “Hypothesis-deductive method” in my previous high school biology teaching does not explicitly require, not only for the hypothesis that many teachers feel strange interpretation of the meaning, but also the implementation of their teaching is more confused, so in the new curriculum in high school biology teaching appear ignore the “hypothesis-deductive method” of teaching or the teaching is not in place phenomenon. However, “Hypothesis-deductive method” for the implementation of the standard advocated by the “increasing every high school student in biological science literacy” course concept is essential, therefore, this article from the “hypothesis of a deduction” means, “Genetics and Evolution” module for “hypothesis-deductive method” of teaching material, typical case studies and teaching suggestions, etc. to talk about some superficial understanding of expectations and the majority of biology teachers to communicate.

A “hypothesis-deductive method” and its development in the natural sciences the important role of

Scientific hypothesis is that people with some experience of materials and the known scientific facts as the basis to the existing scientific theories and technical methods for the guidance of the unknown objects or phenomena of natural causes and unknown law of motion and the existence or expected to be found in the image of things made by speculative explanation (or speculation, conjecture). Put forward the hypothesis that people often want to use analysis and synthesis, induction and deduction, analogy, and to imagine other ways of thinking and research methods, the experience of the existing material for processing. For example, the founder of Darwin’s theory of evolution to see two of the islands are far apart on the same freshwater marsh plants, he proposed the hypothesis that these freshwater plants has been able to pass across the sea to another island, take root, is due to waterfowl to They brought the seeds of another island. Later on, Darwin’s hypothesis through experiments carried out their own tests.

From the scientific activities of the general pattern of view, the hypothesis leading to a necessary part of scientific theory. Scientific research and scientific theory’s main task is tentatively on the existing experience and the facts to explain, and the experience and the facts in the future projections, while the scientific hypothesis is to achieve this tentative explain and predict the basic form of thinking.

Hypothesis must be the test of scientific practice can be developed into a scientific theory. The hypothesis can be tested nature of the interpretation carried out with the possibility of hypothesis are closely linked. Observation, laboratory testing is often not the hypothesis itself, but the hypothesis of the corollary, that is, logically from the hypotheses derived description of individual phenomena or events that inference. For example, Mendel did with peas, 1 on the relative character of the hybridization experiments, observed trait segregation, he proposed a genetic history of the well-known particles genetic hypothesis to explain the reasons for separation trait. This hypothesis suggested that the relative biological traits is a sexual relationship with the relative genetic factors to decide; somatic cells in the presence of genetic factors in pairs; organisms in the formation of gametes, the pair of genetic factors separately from each other into different gametes were China; fertilization, the combination of male and female gametes is random. Under the conditions at the time, Mendel microscopic observation can not be used directly to prove his hypothesis by means of experiment that can only be deduced from the hypothesis that the inference (see below).

Interpretation of that is from the general to the individual logical reasoning. Deductive reasoning and inductive reasoning, rather, it is known to certain general principles, theorems, laws, axioms, or scientific concepts, but rather to infer the conclusions of a new scientific way of thinking and scientific method. That is a collection of B has some property, a is a member of set B, so a also has the property. For example, the bio-metabolism can be carried out, bears are biological, so bear to carry out metabolism.

“Hypothesis – deductive method” is based on the observation and analysis of questions are raised through the issue of reasoning and imagination to interpret the hypothesis, according to the hypothesis to deductive reasoning, and then tested by experiments deductive reasoning conclusion. If the experimental results in line with the expected conclusion, we prove that hypothesis is correct, but if not prove that hypothesis is wrong. Can be seen that deductive reasoning is a kind of inevitability of reasoning, that is, one or more may be necessary to introduce the premise of the conclusions of the form of reasoning process or inference. The most popular hypothesis of a deductive model can be illustrated as follows: P … … H oc Oc → Hc. The meaning is: to solve a problem from a study of (P) start, by logical reasoning or imagination (… …), to export a hypothesis (H), thus pushing performances (oc) necessary to be tested observable statements (Oc ), if these statements proved to be correct, would come to (→) has been confirmed the conclusions of (Hc).

“Hypothesis – deductive method” is commonly used in modern scientific research in the scientific method. “Hypothesis – deductive method” is considered the ideal way to construct a scientific theory, but also by some people as the basic mode of growth of scientific knowledge. Newton’s theory of the creation process of the color of light is the use of “hypothesis-deductive method” examples. Einstein’s general theory of relativity put forward and verification process, Kekulé proposed ring structure of benzene molecule, are “hypothesis-deductive method,” typical case. In the course of development in genetics, the term “hypothesis-deductive method” in case there are many.

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The central part of science curriculum is to explore, explore the problem originated in the.’s Ability to effectively guide the students to identify problems, ask questions, to a certain extent, related to the success of science curriculum reform. Look at the traditional teaching, we have always emphasized the concept of certainty to exclude the possibility. In this under the influence of education and training of students is often longer than seek common ground, but weaker than requesting different, as Dr. Li Zhengdao said a very profound words: Ancient Chinese pay attention to be “academic”, but now the students, but in the do “science answer”, the result is often rigid, lack of innovation. To truly shape the creative talents of teachers in teaching must be diligent to encourage students to observe, and dared to question the courage to ask questions. Cultivating student’s “question” capacity is the starting point for cultivating innovative talents, so high school biology should be strengthened inquiry-oriented teaching, the students The “question” abilities the first place.

An inquiry-oriented teaching model of the proposed biological experiment

Today we look at the teaching of biological experiments, the purpose of the experiment most of them in an experiment designed to complete validation within the framework of their predecessors to repeat the results of the experiment results are more or less the designers expected, the students thinking and scientific literacy performance opportunities are few. Although the testing required to validate secondary school students can also get knowledge, but knowledge is difficult to consolidate, not through knowledge of the inquiry process of learning to learn, active learning is difficult to embody; the other hand, testing required to validate the new knowledge itself implies the potential significance, as well as new knowledge of the organization and presentation of the excavation is not enough for students feeling inadequate mobilization has greatly reduced the experimental teaching students the important role of science literacy. The Exploratory experiment to experiment as the carrier, to explore the scientific conclusions and the development process is under the guidance of teachers, students apply the knowledge and skills, through the experiments personally identify problems, explore issues and problem-solving process. This process in line with the scientific understanding of the process. In line with middle school students to explore the psychological, therefore, it can stimulate students to learn the cognitive interest and motivation can not be limited to the teaching of scientific knowledge itself, but also can reveal that there is a scientific ideas and scientific methods. Experiments to explore the characteristics of requiring teachers to change the past, teaching strategies, to build a new type of teaching. To break the “explicit purpose of an experimental operation of a verification conclusion” of the model, using “problem – assuming – Experimental inquiry – concluded that” in the new model, order to emphasize the students to explore new knowledge and access to new knowledge through experience, equal emphasis on achieving results and processes to better train students in scientific literacy.

Two biological experiments to explore the implementation of the teaching model

1) The creation of the problem situation. Teachers should give students in the classroom theory with practice to provide some lively material, the creation of the activities of classroom teaching situations so that students can experience life, feeling confused, so ask questions. For example: In the learning “component of bone,” a lesson, I will to enable students to take advantage of any way to a pig’s rib or fish ribs were broken, so that students perceived to have hard bone both flexible, resulting in confusion – why both the hardness of bone have flexibility? students immediately think that this may be related to bone elements related to the initiative to introduce the need to explore the issue.

2) Experimental Study of organization. Experimental Study of organization is to explore the central part of teaching students under the guidance of teachers inspired, using existing knowledge, through independent inquiry and mutual exchange, access to new knowledge and skills, and learn to explore the knowledge and methods. This link includes the following steps:

① ask a hypothetical. To enable students to use their existing knowledge of the ultimate answer to suggest possible ideas, namely that the assumptions, projections of possible outcomes;

② the development program of experiments. Allow students to use the equipment to provide equipment, design a workable program of experiments.

③ testing hypotheses. Students according to their experimental design, observation, experiment to get the facts and evidence, specifically including the operation of the experiment, experimental records, information and data processing, result analysis step.

Although more than a few links have different structure and function, but they are closely connected and interlocking. Here is a small scientists, students, teachers, organizers should guide the identity of the person giving full play to student learning initiative, so that students own hands, moving mouth, brain to analyze and solve problems. For example: the students to ask questions, “What are the ingredients of bone?” When I came time to give students some background information: In the eight-year term has carried on the seed composition identification experiment, knowing the nature of the material can be classified according to their combustion two major categories of inorganic and organic compounds, so a little Enlightenment from, students have made a “bone containing organic and inorganic” hypothesis. Then I made a simple demonstration experiment: will a little calcium carbonate powder, placed in dilute hydrochloric acid containing a small test tube, the calcium salt dissolved in hydrochloric acid solution, while producing bubbles.

3) to guide inductive analysis. Student access to basic knowledge, skills and methods, based on the teachers should guide students to communicate timely manner, discussion, sharing of experimental results. For example: the student groups to explore the composition of bone, I promptly organize the members within the same group discussion, communication between the groups, which summed up a “bone by two kinds of organic and inorganic ingredients,” conclusion. In this process, the group every member has a lot of opportunities to express their views and opinions, listen to other people’s views. Hubanghuxue they greatly enhanced the participation of classroom teaching, enhanced learning outcomes, effective to train their own work together to solve problems.

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With the continuous deepening of the New Curriculum Reform, biological classroom teaching has undergone tremendous changes. However, due to some teachers of the new curriculum reform in understanding the basic concept of Misinterpretation, so that classroom teaching into a number of biological misunderstanding, to the new curriculum reform has brought some adverse effects, should cause us to reflect.

Misunderstanding 1: Role ambiguity

The new curriculum reform advocate inquiry-based learning, emphasis on student-centered, to study the initiative over to the students. Some teachers of this misunderstanding that the leading role of teachers is not important, and the classroom would rather let the kids go to comprehend, or drop a charge of monopolizing everything. The results do not find their position, its dominant position had been greatly weakened. Main performance: a little talk, a teacher talking about the “gene on the characters of control” a class, lecture in just 7 minutes, most of the time by the students to read to understand. The result was that speak do not speak, the students spend a lot of time with little effect. Second, do not talk about thoroughly, a teacher talking about the “vision of the formation process”, the right lens changes in the key points are very small, causing some students to the causes of myopia blurred. The results did not highlight the teaching points, teaching difficult were not very good breakthrough. More than 3 training, some teachers think that more training in order to reflect the dominant position of students, hastily finished he put forward a large number of exercises. A result, students do not thoroughly understand the basic concepts, questions to do wrong, or will not do without straw.

In fact, the New Curriculum does not dilute the teaching of teachers say that just great importance to teachers speaking, the key is to talk about, how to tell. We advocate the study of the initiative over to the students is by no means to undermine the leading role of teachers, but to put forward higher requirements for teachers, that teaching and learning to be skilled to grasp the situation, to focus on the deep and difficult to talk of doubt thoroughly publicize the is also necessary to explain the ways and means to inspire and guide, speaking student needs to practice speaking with, so that student-teacher interaction, Sang Sang interaction. This shows the status of teachers not only failed to weaken the contrary, it should be strengthened.

Misunderstanding 2: emphasis on the ability to explore the form of light of knowledge

Curriculum reform in order to “self-inquiry learning” as the breakthrough point, the purpose is to fundamentally change the way teachers teach and students learn. But many teachers in this misunderstanding that there is much in each lesson will explore the potential, the result is counterproductive. Main performance: a formal exploration activities. A teacher in the “fertilizer on algae, plant life to explore the impact of” teaching, the students were divided into control group and experimental group two. Let the students read books to explore their own, and then ask questions from the control group, the experimental group to make assumptions, teachers, for example, students analyze, draw conclusions. Throughout the process, the students A very warm. This inquiry-based learning is actually avoiding the substantive issues unresolved, students can not really learn something. Two inquiry-based learning content inappropriate. Such as the “nerve center” and “nervous” and other abstract concept, teaching, teaching students to read the outset, independent inquiry learning, the results of time-consuming and laborious, not very effective, teachers have to scratch Let’s talk about. This non-basic knowledge of the inquiry is purely a waste of time, and also produced a number of misconceptions about brief teachers to be more laborious. 3 that the classroom is to explore the question first self-learning. Such as “blood” section of the teaching, the question first: (1) According to the experiment, there are several components of blood? What each function? (2) to compare three kinds of blood cells morphology, normal, abnormal disease. (3) the blood do? Then, according to the problem and inquiry-based learning. Students solve the problem, too busy to find answers in textbooks, and teachers to conduct inquiry, according to the students to explain the results to explore the evolution of the first post-study and teaching of “injection inquiry.” In fact, the inquiry is an issue of the research to answer questions with difference is to allow the students to draw a conclusion, at the same time, experience the scientific inquiry process. From the increase in terms of student ability to explore the process is more important than a conclusion. 4 is to take a “sheep-style” inquiry, or be able to “release” will not “close.” Some teachers of the lack of proper understanding of inquiry learning that the student’s independent inquiry learning is a good way of effort, so many elements in teaching to give students to explore the place that this will lighten the burden on teachers to talk about, but also reflects the students subject. There are teachers in inquiry learning process well organized, but not enough to explore the results of summing up, did not reach a complete conclusion, so that inquiry-based learning fall short.

The new curriculum advocates self-inquiry learning, not asking what is to enable students to explore, nor is it lost control of the laissez-faire, but in teachers under the guidance of well-designed and explored. In other words, to enable students to self-inquiry-based learning does not mean that the teacher’s role and significance of weakening the contrary, the right teachers for higher.

Misunderstanding of the three teachings chasing “New Wave”, instead of real live classroom instruction

Survey to see the new curriculum implementation, the majority of teachers to explore new teaching methods and achieved some success. But there have been some Shariah chasing “new wave”, rather than actual classroom teaching a tendency to live, the main performance: a question into a “full house asked.” Such as (1) for all students to ask questions so that students answered in unison “is not” “Is that right,” “good bad” and so on. (2) that the more questions that reflect the spirit of the New Curriculum, so a class question dozens of times. (3) The question is only looking at two outstanding student learning … … In short, this question is not only unable to enlighten the students thinking, but also passive students thinking, teaching less efficient. 2 engage in “a panel discussion” show. Some teachers think that to allow more students into groups for discussion, is the standard requirements reflect the classes, regardless of whether students need to have discussions about it, to show the diversity of classroom activities. Not only a waste of time and delays in the content of this lesson focus on teaching. 3 brings together a variety of teachings. This is the New Curriculum Reform in the classroom teaching of a pandemic, would like to put a class in all aspects of the spirit of the new curriculum reflected. Such as “urine formation and emission of” teaching, its emphasis is on “the formation of urine.” However, some teachers should be increased without unnecessary elements, such as the arrangement: ① group discussion: the urinary system which of these parts? What is urine formed? And so on; ② fill exercises: renal unit chart diagram of urine formation process; ③ take the initiative to explore: a bold conjecture urine formation and the relationship between the blood circulation; ④ multimedia courseware Projection: renal dynamic map, the formation of urine dynamic map … … the activities of this lesson is indeed very comprehensive, but a careful analysis of the organization of discussions, some do not, some span too large to meet the student’s cognitive level; explore the more difficult, students half done, but also dilutes the main content of the classroom teaching; the results of the task is not only able to fulfill the teaching, but also the knowledge and ability have not been truly implemented.