According to the experiment with the biology's multi-media combination teaching in Junior Grade Two of The Forth Middle School of Zhanjiang,we studied how to utilize traditional media and modern media to carry out teaching comprehensively in middle school biology teaching, especially disscused multi-media combination teaching design.
To improve the teaching quality of biology in middle school,an effective approach is to diversify the ways of teaching with stress on the teacher-as-the-guide and students-as-the-center in the learning on the basis of correct understanding of the connotation of the teaching methods and forming the teaching ways which conform to the ideas of New Curriculum and facilitate the realization of the goal of New Curriculum.
The main part of the essay lies in the third part -the investigation and study on the teaching reflection of biology teachers in Shijiazhuang high school . The investigation takes the high school biology teachers as subjects , and the questionnaires were self-workout.
On this basic, aiming at the problem in biology teaching in high school, re- examine its content and construct high school biology teaching under popular science from the large popular science and education is so impossible.
Through the discussion of inquiry teaching origination, development and combining with the connotation, pattern of this method, the high school biology can be realized by setting classroom inquiry teaching, laboratory inquiry teaching, biology extracurricular activities, implementing compressive teaching assessment and origin teaching reasonably in a good method to achieve the quality-oriented education teaching object and foster students' comprehensive abilities.
Using qualitative methods, we observed a series of fetal pig dissection sessions in a high school biology course and interviewed 17 students in the class.
One of us remembers sitting in a high school biology class in 1977 being taught about scrapie, a naturally occurring disorder of sheep.
The study reports the results of a questionnaire on the opinions of biology, medical and agricultural students regarding the nature of the contribution of high school biology to their study of biology in the university.
It was found that most students value the contribution of high school biology to their learning, understanding and retention of new material.
Students who specialized in high school biology and who studied an inquiry-oriented program in high school had definite advantages over the others.