簡(jiǎn)介：造血干細(xì)胞（HEMATOPOIETICSTEMCELLS）是一類異質(zhì)性的、具有自我更新和多向血細(xì)胞分化潛能的成體干細(xì)胞。根據(jù)來(lái)源不同，其可分類為骨髓造血干細(xì)胞，臍血造血干細(xì)胞胎肝造血干細(xì)胞和外周血造血干細(xì)胞。因外周血造血干細(xì)胞（PBHSC）具有采集方法簡(jiǎn)便，短期內(nèi)可重復(fù)采集，受者輸注后造血、免疫功能重建快，且植入率高等優(yōu)點(diǎn)，在移植和細(xì)胞免疫治療方面發(fā)揮日益重要的作用。微泡MV是細(xì)胞分泌的亞微米雙層膜結(jié)構(gòu)，包括從內(nèi)涵體分泌的外泌體，以及從絕大多數(shù)細(xì)胞膜表面分泌的微粒。其含有母體細(xì)胞的蛋白質(zhì)、脂質(zhì)、MRNA以及MICRNA等成分，通過(guò)與其它細(xì)胞融合，將其內(nèi)容物釋放到靶細(xì)胞，影響其功能，從而在不同細(xì)胞間信息傳遞過(guò)程中發(fā)揮重要作用。微泡可由多種細(xì)胞分泌，并廣泛分布于血漿、唾液、乳汁、汗液等各種體液中。不僅正常細(xì)胞可分泌微泡，腫瘤細(xì)胞也可以分泌微泡在腫瘤病人的體液中可以檢測(cè)到微泡。因此在生理和病理狀態(tài)下不同細(xì)胞分泌的微泡是一個(gè)混合的群體。微泡隨著細(xì)胞的來(lái)源、數(shù)量、大小和抗原成分的變化而不同。外周血造血干細(xì)胞具有免疫調(diào)節(jié)，促進(jìn)造血恢復(fù)等作用。因?yàn)槲⑴輲в心阁w細(xì)胞的信息，所以我們推斷外周干來(lái)源的微泡可能也具有同樣的功能。而且研究表明，微泡沒(méi)有或者具有很小的免疫原性，如果其具有一定的功能，可具有廣泛的臨床應(yīng)用。但是，目前對(duì)外周血造血干細(xì)胞來(lái)源的微泡研究甚少。本研究旨在對(duì)外周血造血干細(xì)胞來(lái)源的微泡進(jìn)行生物學(xué)特性探究，尤其對(duì)其免疫調(diào)節(jié)和促造血功能加以探索。研究目的提取并鑒定正常人外周血造血干細(xì)胞來(lái)源的微泡，并研究其生物學(xué)特性包括探究正常人外周血造血干細(xì)胞來(lái)源的微泡的免疫調(diào)節(jié)功能及對(duì)造血集落形成的影響。研究?jī)?nèi)容將正常人外周血造血干細(xì)胞提取并培養(yǎng)，從培養(yǎng)上清中提取出外周血造血干細(xì)胞來(lái)源的微泡并鑒定，研究其生物學(xué)特性探究正常人外周血造血干細(xì)胞來(lái)源的微泡對(duì)外周血單個(gè)核細(xì)胞是否具有免疫調(diào)節(jié)功能及正常人外周血造血干細(xì)胞來(lái)源的微泡是否對(duì)造血集落形成有影響研究方法（1）利用密度梯度離心法分離正常人動(dòng)員后外周血造血干細(xì)胞，收集培養(yǎng)第48小時(shí)上清液，超速離心法分離提取微泡（2）通過(guò)電子顯微鏡觀察微泡形態(tài)；采用BICINCHONINICACIDBCA法標(biāo)定微泡數(shù)量；采用流式細(xì)胞儀檢測(cè)其表面標(biāo)志物；（3）將微泡與正常人外周血單個(gè)核細(xì)胞PBMNC）共培養(yǎng)12H后，通過(guò)共聚焦掃描電鏡觀察微泡與單個(gè)核細(xì)胞的作用方式；共培養(yǎng)48H后采用酶聯(lián)免疫吸附試驗(yàn)法ELISA）法檢測(cè)上清中IL2IL6IL8IL10IFNΓ及TNFΑ的分泌量；共培養(yǎng)48H后采用流式細(xì)胞儀檢測(cè)T細(xì)胞亞群及T細(xì)胞激活變化；共培養(yǎng)48H后采用流式細(xì)胞儀檢測(cè)不同亞群細(xì)胞胞內(nèi)細(xì)胞因子染色情況；（4）采用甲基纖維素半固體培養(yǎng)基檢測(cè)微泡及微泡與單個(gè)核細(xì)胞共培養(yǎng)48小時(shí)后上清液對(duì)外周血造血干細(xì)胞集落形成的影響。研究結(jié)果通過(guò)密度梯度離心法可提取出動(dòng)員后外周血造血干細(xì)胞。利用超速離心法可成功提取出外周血造血干細(xì)胞來(lái)源的微泡。透射電子顯微鏡觀察分離得到的微泡為卵圓形膜性小囊泡。流式細(xì)胞術(shù)測(cè)得微泡高表達(dá)其特異性標(biāo)志CD638586％并帶有其母體細(xì)胞標(biāo)志如干細(xì)胞標(biāo)志CD343352，T細(xì)胞標(biāo)志CD34398、CD45RA2354、CD45RO683，NK細(xì)胞標(biāo)志CD563232等。共聚焦掃描電鏡顯示微泡可以與外周血單個(gè)核細(xì)胞相融合并促進(jìn)其分泌IL6IL8，IL10與TNFΑ細(xì)胞因子。流式細(xì)胞儀檢測(cè)結(jié)果顯示T細(xì)胞亞群及T細(xì)胞激活無(wú)明顯改變。胞內(nèi)因子染色結(jié)果表明CD4CD8CD11C細(xì)胞內(nèi)因子無(wú)明顯改變。集落培養(yǎng)實(shí)驗(yàn)表明微泡及微泡與單個(gè)核細(xì)胞共培養(yǎng)48小時(shí)后上清液很可能具有促進(jìn)造血集落形成的作用。研究結(jié)論外周血造血干細(xì)胞來(lái)源的微泡具有免疫調(diào)節(jié)及可能促進(jìn)造血集落形成的作用。

簡(jiǎn)介：獨(dú)創(chuàng)聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過(guò)的研究成果，也不包含為獲得_注如沒(méi)有其他需要特別聲明的，本欄可空或其他教育機(jī)構(gòu)的學(xué)位或證書使用過(guò)的材料與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論又寧作了5L確的說(shuō)明并表示謝意學(xué)位論文作者簽名刻柏R材又導(dǎo)師簽字了食湯‘仁簽字日期2004年TO月S日簽字日期2004年‘月8日發(fā)展提供一種有效的手段。關(guān)鍵詞ELEARNING初中生物學(xué)整合分類號(hào)G63391

簡(jiǎn)介：河北師范大學(xué)碩士學(xué)位論文PBL模式在生物學(xué)教學(xué)中的應(yīng)用研究姓名楊利英申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師夏曉燁20050401叢堡墼蘭盟堡生型8生立2塑I8￡＆生』生ABSTRACTINTHEPASTYEARSWEHAVEGOTGREATACHIEVEMENTINEDUCATIONBUTITHAVEN’TMAKEABREAKTHROUGHTHEREASONISTHATWEHAVEOVERLOOKTHEREFORMINGOFTHEMODELSOFTEACHINGMODELSOFTEACHINGISMONOTONOUSASRESULT，THESTUDENTS’NEWR01EANDTHEIRQUESTIONCONSCIOUSNESSHAVELOSTRESEARCHINGANDPUTTINGINTOEFFECTTHENEWMODELSOFTEACHINGISTHEWAYWHICHCHANGEEDUCATIONCONDITIONINTHEFIRSTPARTOFTHISARTICLE，THETENDENCYOFEDUCATIONINTHEWORLDANDHEREFORMINGCONDITIONOFBIOLOGYTEACHINGWASANALYZEDTHEWRITERBELIEVEDITAHOBJECTIVETOPUTINTOEFFECTTHENEWMODELSOFTEACHINGINBIOLOGYTEACHINGINTHISARTICLE，ANNEWMODELOFTEACHINGPROBLEMBASEDLEARNINGPBLWASINTRODUCEDTHENEWTEACHINGMODELCANCHANGETHEEDUCATIONCONDITIONANDADAPLTHETENDENCYOFEDUCATJONINTHEWORLDINTHESECONDPART，THEPROBLEMBASEDLEARFFINGWASEXPOUNDEDPROBLEMBASEDLEARNINGPBLISANMODELSOFTEACHINGWHICHEMBODIESTHEODINIONSOFCONSTRUCTIVISTSITCOMESINTOBEINGINMID一201“CENTURYATTHEREQUESTOFTHEREFORMJNMEDICAEDUCATIONDESPITEVARIOUSINTERPRETATIONSOFTHISCONCEPTPBLISVIRTUALLYCHARACTERIZEDBYPROBLEMCENTEREDLEARNINGINGROUPANDSTUDENTS’SEL卜DETERMINATIONTHECOMPREHENSIOROF“PROBLEM”WIL】REACHABETTERUNDERSTANDINGOFPEDAGOGICALIDEOOGYOFTHISMETHODTHEREHAVEBEENCONTROVERSIESOVERTHEEFFECTSOFPBLONTHEQUALITYOFKNOWLEDGEACQUISITION，HUTITISADMITTEDTHATTHISMETHODCANENHANCELEARNINGMOTIVATION，HIGHERORDERTHINKING，THEABILITYTOGAINANDAPPLYKNOWLEDGE，ANDSKILLS貫SOCIALINTERACTIONTHEWHOLEPBLFLOWSUBSUMESFIVEPHASES1DESIGNINGOFPROBLEMS2PRESENTJNG／ENCOUNTERINGPROBLEMS3SELFDIRECTEDLEARNING4ATTEMPTINGTOSOLVEPROBLEMSWITHNEWKNOWLEDGE5SURMNARIZING，REFLECTING，ANDEVAUATING1EARNINGPROCESSES

簡(jiǎn)介：天津師范大學(xué)碩士學(xué)位論文嘗試教學(xué)在高中生物學(xué)新課程中的實(shí)踐研究姓名劉卉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)教師潘寶平20040401ABSTRACT“TENTATIVETEACHING”ISANEWTYPEOFTEACHINGCURRENTRISINGINOURCOUNTRYATTHEENDOFLASTCENTURYITISASPECIALKINDOFTEACLFINGMETHODTHATADAPTTHESUCCESSFULTRIALSINSTUDYINGPROCESSANDTHEBUILDINGOFRECOGNITIONSTRUCTUREOFTHETEACHING，，INWHICHTHESTUDENTSCALLGAINEXPERIENCEANDENJOYTHEHAPPINESSOFTHESTUDYTHEBASICPOINTSOFVIEWARE“TRYBEFOREINSTRUCTING，PRACTISEBEFOREEXPLAINING，COOPERATEANDWORKTOGETHER，ANDDEVELOPTHEMSELVESNOWADAYS，WITHTHEDEVELOPMENTOFTHERESEARCHONQUALIFICATIONEDUCATION，HOWTOEDUCATETHESTUDENTSSCIENTIFICTHOUGHTANDTRAINTHEIRABILITYANDNOWBECOMINGONEOFTHEHONESTTOPICSOFMIDDLESCHOOLEDUCATIONSTUDYTHINKINGOFTHETEACHINGMETHODSINTHEPAST，THETEACHERSOFTENSPOKEALLTHETIMEINCLASSANDTHENGAVEACONCLUSIONWITHOUTPAYINGATTENTIONTOTHESTUDENTSTHETEACHERSDIDN’TCAREABOUTTHESTUDENTS’ABILITYOFRECOGNIZINGTHENATUREANDTHEABILITYOFSELFSTUDYWITHTHEINSTRUCTIONOFTHEMODEMTHEORIES，THERESEARCHISMADEAFTERSTUDYINGACHIEVEMENTSHOMEANDABROADTHISRESEARCHISTRYINGTOFINDOUTTHEEXPERIMENTALTEACHINGMETHODSUSEDINTHENEWBIOLOGICALTEACHINGSYSTEMANDIMPROVETHEEFFICIENCYBYPLANNINGANDUSINGTHEEXPERIMENTAL1EACHINGFULLYWECHOOSETHELEARNERS，CONTROLTHEVARIABIEANDANALYZETHEDATABYUSINGTHE‘EXPERIMENTALTEACHING’ITCANNOTONLYHELPTHESTUDENTSTOTAKEPARTINTHECLASSACTIVITIESPOSITIVELYANDACTIVELY，MAKETHECLASSTEACHINGMOREEFFICIENTRELEASETHEBURDENOFTHESTUDENTSBUTALSOMAKETHEMBECREATIVE，PRACTICALANDBEREADYFORTHELONGTEMASELFLEAMINGBASEDONTHEABOVEPOINTS，THISRESEARCHISBOTHPRACTICALANDMEANINGFULFORFINDINGTHEQUALIFICATIONTEACHINGMODESANDINTEGRATINGTHECLASSWITHTHETEXTBOOKSKEYWORDSCLASSTEACHINGTENTATIVETEACHINGTEACHINGPLANSTUDYEFFICIENCY

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文高中生物學(xué)情感教學(xué)研究姓名陳鶴申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育（生物）指導(dǎo)教師張文華20060801ABSTRACTIN2003”BIOLOGICALNEWCURRICULUMSTANDARD”EXPLICITLYPROPOSEDABOUT。EMOTIONMANNERANDVALUES”THEGOAL，ANDSETTHECONCRETEREQUESTTHENEWCURRICULUMSTRESSEDTHAT，THETEACHINGPROCESSISTHETEACHERSANDSTUDENTSASSOCIATES，THECOMUNALDEVELOPM6NTINTERACTIONPROCESSASTHENEWCURRIEULUMTEACHER，MUSTACCEPTONENEWIDEAINTHECURRICULUⅢTEACHING，N鋤ELYTHETEACHERISNOTTEACHESTHETEACHINGMATERIALBUTISWITHTHETEACHINGM8TERIALNOTONLYTAKESTHEKNOWLEDGEINSTRUCTION，NICERSTUDENT’STHOUGHT，E硼OTION，INDIVIDUALITYANDTHOUGHTASPECTGROWTHTHEREFORETHEAUTHORHASCARRIEDOUTTHEHIGHSCHOOLBI0109YEMOTIONTEACHINGPRACTICETHISARTICLEFIRSTOBTAINSFROMTHECURRENTHIGHSCH001BI0109YTEACHINGPRESENTSITUATIONEXPOUNDSINTHEHIGHSCHOOLBIOLOGYCLASSROOMTHEDEVELOPMENTEIILOTIONTEACHINGNECESSITYAFTERTHATWASELABORATINGTHEEMOTIONTEACHINGTHEORYIGNIFICANCEFROⅢTHETHEORYANGLE，THEEMOTIONTEACHINGPRINCIPLEANDTHESTRATEGYTAKETHISTHEORYASTHEFOUNDATION，PROPOSEDINTHEHIGHSCHOOLBIOLOGYTEACHINGTHEDEVELOPMENTEMOTIONTEACHINGEDUCATIONVALUEANDTHEFEASIBILITYANDTHEGOALANDTHECONTENT；FINALLY，TBEDEVELOPMENTEILLOTIONTEACHINGH8SCONDUCTEDTHEEXPERIMENTALSTUDYTOTHEHIGHSCH001BI0109YCLASSROOMINSTRUCTIONINTHEEXPERIMENTA】STUDYCHOOSESTWOCLASSES，ACHIEVEII】ENTEXPERIMENTCLASS，ANACHIEVEMENTCOMPARISONCLASS，PASSESTHROUGHABOUTFORHALFYEARTHEEMOTIONTEACHJNGEXPERIMENT，THROUGHTHECONCRETECASERESEARCHANALYSIS，MADETOTHEHIGHSCHOOLBIOLOGYEMOTIONEDUCATIONALMODELINITIALLYTOCONSTRUCTTHECONSTRUCTIONTHERESULTINDICATEDTHAT，THEDEVELOPMENTEMOTIONREGARDINGENHANCESTHESTUDENTRESULTINTHEHIGHSCH001BIOLOGYTEACHING，ENHANCESTHESTUDENTTOSTUDYTHEBI0109YTHE

簡(jiǎn)介：Y684465獨(dú)創(chuàng)聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過(guò)的研究成果，也不包含為獲得注如沒(méi)有其他需要特別聲明的，本欄可空或其他教育機(jī)構(gòu)的學(xué)位或證書使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示謝意。學(xué)位論文作者簽名帝魂簽字日期2004年必月/夕日導(dǎo)師簽字解了簽字日期2004年/O月IV日基礎(chǔ)保障。論文第四部分是課題“生物教學(xué)中進(jìn)行人文教育的研究”的內(nèi)容和實(shí)踐探索。主要通過(guò)在生物教學(xué)中，融入唯物辯證法，愛國(guó)主義、環(huán)境教育、審美教育、民主法制教育、科學(xué)精神和科學(xué)態(tài)度的培養(yǎng)及生物學(xué)價(jià)值觀教育七個(gè)方面展開論述，從理論和教學(xué)實(shí)踐兩個(gè)角度全面、具體的論述了生物教學(xué)中進(jìn)行人文教育實(shí)驗(yàn)的內(nèi)容然后根據(jù)所確定的內(nèi)容進(jìn)行實(shí)踐教學(xué)，對(duì)該課題進(jìn)行了初步地實(shí)驗(yàn)探究，證明了生物教學(xué)中進(jìn)行人文教育有它的實(shí)際效用。在生物教學(xué)中融入人文教育是逐漸滲透、潛移默化，最終達(dá)到潤(rùn)物細(xì)無(wú)聲的效果。論文第五部分總結(jié)了教育實(shí)驗(yàn)研究中存在的問(wèn)題和不足，并且根據(jù)研究中出現(xiàn)的問(wèn)題提出了一些教育建議。“21世紀(jì)激動(dòng)人心的突破之所以發(fā)生，不是因?yàn)榭萍嫉倪M(jìn)步，而是人性論的發(fā)展”。生物教育的發(fā)展趨勢(shì)表明，發(fā)揮人文素養(yǎng)的價(jià)值功能是生物教育發(fā)展的趨勢(shì)。和著新世紀(jì)、新課改的東風(fēng)，希望本文能成為引玉之磚，引起廣大生物教育同行對(duì)生物教育的關(guān)注，最終實(shí)現(xiàn)完整的生物教育。關(guān)鍵詞生物學(xué)教學(xué)人文教育科學(xué)教育分類號(hào)G63391

簡(jiǎn)介：西南師范大學(xué)碩士學(xué)位論文探究式教學(xué)法在中學(xué)生物學(xué)教學(xué)中的應(yīng)用初探姓名陳亞飛申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教育生物指導(dǎo)教師高峰陳林光20040501摘要英文STUDYONTHEAPPLICATIONOFINQUIRYMODEINMIDDLESCHOOLBIOLOGYTEACHINGCHENYAFEIJ2001130MAJORCOURSETEACHING。BIOLOGYSPECIALITYBIOLOGYTEACHINGINMIDDLESCHOOLTUTORPROFGAOFENGPROFCHENLINGUANGSUMMARYMIDDLESCHOOLBIOLOGYPEDAGOGYMSBPISANEDUCATIONALSCIENCEWHICHSTUDIESBIOLOGYTEACHINGINMIDDLESCHOOLANDALSOALLAPPLIEDSCIENCEREQUIRINGFIEQUENTPRACTICESBASEDONTHETHEORIESOFPEDAGOGYANDPSYCHOLOGYMSBPHASBECOMEANINDEPENDENTSCIENTIFICSYSTEMBYABSORBINGTEACHINGEXPERIENCEANDRESEARCHRESULTSOFMODEMPEDAGOGYTHROUGHDECADES’OFDEVELOPMENT，MSBPHASALREADYBEENGAININGITSEXCLUSIVERESEARCHMETHODS，SUCHASTALMNG，DISCUSSING，ANDINQUIRYMODEIM，THEFOCUSOFRECENTSTUDYIMNAMEDALSODISCOVERYTEACHINGISSCIENTIFICANDRELATEDCLOSELYTOPEDAGOGYIMENCOURAGESTEACHERSTOCREATEANENVIRONMENTTOAROUSESTUDENTSLEARNINGDESIREANDGUIDETHEMWHILESTUDENTSALEREQUIREDTOPARTICIPATEANDFINDTHECONCEPTSANDRULESBYTHEMSELVESTHEHISTORYOFSCIENCEANDPHILOSOPHYHAVEEXPLOREDTHELAWANDFORMSOFTHESCIENCE’SDEVELOPMENTANDLAIDDOWNTHESCIENTIFICFOUNDATIONSOFPEDAGOGYBASEDONADEQUATEDATA，THISPAPERHASANALYZEDTHETHEORYMODE，METHODANDAPPLICATIONEVALUATIONOFIMBYUSINGEXPERIMENTALMETHODANDQUESTIONNAIRESTHEN；THASTESTEDTHEAPPLICATIONOFBIOLOGYIMTHEORYINMIDDLESCHOOLTEACHINGTAKINGTHECHARACTERSOFIM，STUDENTCENTEREDANDTEACHERASINSTRUCTORINTOCONSIDERATION，THISPAPERHASALSOPROPOSEDTHEPRINCIPLEANDEVALUATIONSTANDARDOFIMFINALLYITHASDISCUSSEDTOWHATATTENTIONSHOULDBEPAIDWHILEUSINGIMANDTEACHER’SROLEANDDEFICITSANDTHEREFOREHASFORMEDAMODEINMIDDLESCHOOLS’BIOLOGYTEACHINGKEYWORDSINQUIRYMODE；MIDDLESCHOOLBIOLOGYTEACHING；TEACHINGMODEAPPLICATION

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文新課改背景下高中生物學(xué)教師素質(zhì)分析及優(yōu)化的研究姓名劉慶勇申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師張祥沛20060401

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文高三生物學(xué)教學(xué)中學(xué)法指導(dǎo)的研究姓名陳燃申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育專業(yè)指導(dǎo)教師耿寶榮200181ABSTRACT“ITWOULDBEBETTERTOTEACHPEOPLETHEWA、OFFISHINGTHANTOGIVETHEMFISH～THISISANOLDCHINESESAYINGEMPHASIZINGLEARNINGMETHODGUIDANCEINTEACHING，THISPAPERDEALS弭觸ACOMPARATIX。ERESEARCHBETWEENASERIESOFGUIDINGEFLBRTSANDTHEIREFLBCTSINSENIORHIGHTH心EBIOL093’TEACHINGTHROUGHINVESTIGATIONTHEAUTHORFOUNDTHATTHEREWERESORNECONSPICUOUSDIFFERENCESINLEARNINGMETHODSBE“怩ENACADEMICALLYSUCCESSFULSTUDENTSANDPOOFSTUDENTSINCOPING、IMTHISPMBLEMTWOSTUD’GROUPSWERESETUPOLLCCOMPOSEDOFMODERATESTUDENTSTHEOTHERCOMPOSEDOFPOORSTUDENTSTHEWERCCAUEDTOGETHERFORANHOURONCEAWEEKTHEVQCREGUIDEDINSCIENTIFIC6MEARRANGEMENTANDFIVEB世SICLINKSPRE、IEWMGLESSONSATTENDINGLECTURESREVISIONDOINGASSI霉LRNENTSANDRAKINGEXAMS1KCOMBINEDFORMS“EREEMPLOYEDINCLUDINGINSTRUCTIONS1ECTURES、SEMINARSINTERVIEWSBASEDONBIOL093TEACHINGAND、IEWINGFROMSTUDENTS‘I∞RSPECTIVEANDTHEIRPSCHOLOGICALLKMURESTHEAUTHORSOLANOBJECTIVEWHICHISTOIMPROVETHESTUDENTSGENERALLEARMNGCAPACIDTHEIRLEARNINGACHIEVEMENTSH‘EREEXAUNINEDINTHEMMNCIPALQ“ULIBLESTANDTHEP∞、’INCALOUALIBRESTANDTHECOLLEGEENTRANCELXAMINATION。FHERESULTSSHOWEDTHATTHISMETTLEDHA’EHADANOBVIOUSEFFECTOILTHOSEMODERATESTUDENTSBLLLWIT1LITTLEEFLKTONTHOSEPOORSTUDENTSTHEAUTHORHOLDSTHATTEACHINGSTUDENTSHOPTOLEARNISA姆STEMATICPROGRMNINOIDCRTOACTUALLYGIVESTUDENTSTHE‘、～AYOL’TISHING“UENEEDTODEVELOPSTUDENTSLEARNINGCAPABILIT37INASYMEMATICPLANNEDANDEFFECTIVE、AYⅥITHINTHEORDERED母’STEMCOMPOSEDOL’FIVEBASICLILHKCKEYWORDSBIOLOGYLEARNINGMETHODGUIDANCE；SYSTEMATICPROGRAM

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文中學(xué)生物學(xué)課程與教學(xué)資源共享網(wǎng)站設(shè)計(jì)姓名吳冬梅申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師張文華20080601ABSTRACTORTEACHEREDUCATIONREFORMANDDEVELOPMENTISTHEBASISFORTHEDIRECTPARTICIPANTSTEACHERS’OWNTHEORETICALATTAINMENTSANDTHECURRICULUMANDTEACHINGABILITYISTHEKEYTOSUCCEEDORFAILUREOFREFOFINTEACHEREDUCATIONINPARTICULARTHEIMPROVEMENTOFQUALITYOFTHETEACHINGPROFESSIONISANIMPORTANTSTRATEGYANDTASKTOCOUNTRIES’BASICEDUCATIONTOFACEINTERNATIONALCHALLENGES，ITISINCREASINGDEMANDEDOFTHESTATEHI曲一QUALITYPERSONNELFORBIOLOGICALTLLISHASPUTFORWARDDEMANDSTOTHEQUALITYOFTHEIRBIOLOGYTEACHERSALSOTOTEACHEREDUCATIONWITHMODEMINFORMATIONTECHNOLOGYANDCOMPUTERNETWORKDEVELOPMENT，DIGITALRESOURCESHAVETRADITIONALRESOURCESINCOMPARABLEADVANTAGES硼1ETEACHINGRESOURCESWEBSITEISTHEBASISFORMOFTHEDIGITALTEACHINGRESOURCESTHEREFORE，ITHASBECOMEVERYNECESSARYTODESIGNANDCONSTRUCTTHERELEVANTBIOLOGYCURRICULUMANDTEACHINGRESOURCESSITESTHEREALETHREEMETHODSADOPTEDINTHISSTUDYTHELITERATURETOUNDERSTANDTHETHEORYSTUDIESOFTEACHEREDUCATION，CURRICULUMANDTEACHINGANDTHEBIOLOGICALANDSECONDARYEDUCATIONATHOMEANDABROADANDACCESSTOTHEORETICALDATAOFTHETHEBUILDINGSITE；SURVEYMETHODTOFINDOUTTHEDEGREEOFSATISFACTIONTHATTEACHERSANDSTUDENTSFEELABOUTAFEWWELLKNOWNRELATEDSITESANDTHEDEMANDSITUATIONABOUTTHERESOURCESANDACCSEETEALDATAOFTHEBUILDINGSITE，ANDTHROUGHAVARIETYOFMEANSOFCOMMUNICATIONNETWORK，COMPLETTHESURVERYTONEWBIOLOGYTEACHER；ANDACTIONMETHODTODESIGNTHELAYOUTOFTHESITEANDATALLLEVELSOFPAGESPROBEINTOTHEDESIGNOFTEACHINGRESOURCESSITEWHICHSERVESFORSTUDENTSMAJOREDINBIOLOGYEDUCATIONANDTHEBIOLOGYNEWTEACHERSTOCHOOSEANDSORTTHEMAINMODULESANDWEBRESOURCESANDUSEMICROSOFTOFFICEFRONTPAGE2003T0PRODUCETHESITESHOMEPAGEONTHEBASISOFTHELITERATURERESEARCHANDINVESTIGATIONTHESITE’SRESOURCESWILLBEDIVIDEDINTOFOURMODULESANDFIFTEENSUBCATEGORIESTHEFOURMODULESAREEDUCATIONANDTEACHINGBACKGROUNDKNOWLEDGE，TEXTBOOKSANDMATERIALS，TEACHINGSKILLSANDEDUCATIONALREFLECTIONINFUNCTIONAL，ITCONTAINSASITESEARCHFORUMS，DOWNLOADCENTERANDSOONINRESOURCEMANAGEMENT，THEREALESPECIFICREGULATIONOFTHEFORMATANDTHENAMEOFTHEUPLOADRESOURCESITWILLBEMUCHMOREEXPEDIENTANDQUICKERFORUSERSTOFINDOUTPROPERRESOURCES，MOREAVAILABLEFORADMINISTRATORTOCHECKUPTHERESOURCESANDHEIPFULTOIMPROVETHEQUALITYOFWREBRESOURCESBUTBECAUSETHESITEHASNOTYETOFFICIALLYRUNTHEEFFECTSOFTHESITEDESIGNARESTILLTOBETESTEBBYTHEPRACTICETHEFURTHERWORKISTOCOLLECTTHEAPPROPRIATERESOURCESWIM2

簡(jiǎn)介：西北師范大學(xué)碩士學(xué)位論文高中生物學(xué)研究性學(xué)習(xí)的實(shí)踐與探索姓名周蕻申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)生物指導(dǎo)教師龔大潔20070901ABSTRAICTA“鉀REFORMOFHIGHSCHOOLCURRICULAHASSTARTEDINSOINEPROVINCESINOURCOUNLRY,WMCHW豇LBEGEN刪COMPLETELYJNGAUSUPROVINCEIN2008．THERE瓣STILLMANYCON咖啪IAIISS∞，ANHOU曲IⅡ瑚Ⅱ98帆LESRAINGISREGENERATEINTHEREFORM,SUCH∞WHATKINDOFCOURSEISINVESTIGATIVEK啪啦WHATPOSITIONDOESINVESTIGATIVELEARNINGOCCUPYINTHEWHOLECOURSESYS缸}M7．IBWHATE妯ENTWILL“CBA咿THELEARNINGSTYLEANDTHELIFESTYLEOFTHESTUDENTS’INSCHOOLSHOWTODEALWITHTHERELAⅡOMHIDB?？癐NVESTIGATIVELEARNINGANDTHESUBJECTSANDHOWTOFORMTHE刪∞曲NSYS咖細(xì)W岫JD_嘴螄LEARNINGISFIT,ANDSOON．ASAPROVOSTOFAHIGHSCHOOLASWELL勰ABIOLO舒TEA她MC羽LTHOFHAS∞MATTEMPTSANDEXPLORATIONSONINVESTIGATIVELEARNING．缸4LEARNINGAPPROACH,INVESTIGATIVELEARNINGISTHATTHESTUDENTSINDEPENDENTLYDISCOVER血EPROBI“NS，EXPLORETHEMUNTILTHEYFINDTHEWAYSTOSOLVETHEMINLEARAINGUNDERTBEGL，IDAN∞OFT∞CB∞”IMOMBE啦TOLDTHECONCLUSIONBEFORE．INTHECHINESE嘲COTLRSEREFORM,INVESTIGATIVE岫ISPIE湖TED勰咄PARTOFTHEINTEGRMD眥．ASAFORMOFCOURSES，INVESTIGATIVELEARNING劬A8ED∞岫SNI‘L劬’OWNINTERESTS，THEYCHOOSETHERESEARCHTOP／ES舶MTHENATURE,THESOCI啊ADD伍CIR啪脅ANDMEYAREINITIATIVETO嘲BIREKNOWLEDGEANDAPPLYKNOWLEDGETOSOLVETHEPROBLEMSTO咖ME刪E酗OFINVESTIGATIVELEARNING．SOMEPRAC“TICOANDEXPLORATIONSONTHEPROCESSOFCARRYINGOUTINVESTIGATIVELEARNINGONBIOLOGYINSENIORHIGHBIOLOGYISPUTINTOEFFECTINTHISP帆‰LITERATUREMETHOD，／NVEST／GATIONMETHODANDACT／UNSTUDYME山ODAREUSEDINTH／SPAPELA蛔蝴THETHEORYOFINVESTIGATIVELEARNING，THEAUTHORORGANIZESANDDEVELOPSINVESTIGATIVE婦山GINBIOLO時(shí)TEACHINGINSENIORHIGHSCHOOLANDMAKESSOMEPRACTICEANDEXPLORATIONSINTHEF0哪STA鯽妒腳STAGE,PRACTICEANDEXPERIENCESTAGE，EXCHANGEOFCONCLUSIONSSTAGEANDEVALUATIONST樣．№A唧HILETHE“LDENTS珊EVALUATEDINTHREEASPE喲INITIATIVE,SELFCUNFIDUNCOAND叫咖衄；岫METHODSANDABILITIESANDCOOPERATIONAWMANDCAPACITY,FROMWHICHTHE枷AW地CONCLUSIONSAIEREACHED1．INVESTIGAT／VE／EAMINGCANBEEFFECTIVEINIMPROVINGSTUDENTS’LEARNINGINITIATIVE，∞L厶∞N丘D∞∞ANDTHEIRPOTENTIAL,ENHANCINGTHESTUDENTS’EMOTIONOFBIOLOGYANDESTABLISHINGASCIONTI丘C“C、啪IDTOFBIOLOGYANDSTRENGTHENINGSTUDUNTS’UNDERSTAADINGOFBIOLOG／CALSC／CNCC．2．1“OACERTAMEXTENT，INVESTIGATIVELEARNINGCHANGESSTUDENTS’LEAMJNGMETHODSOFBI0109V’TRAINSA玎DD?！盓LOPSSTUDENTS’ABILITIESOFUNDERSTANDINGANDINFORMATIONCOLLECTION．LEAMIAGANDDNCⅡCEANDHI

簡(jiǎn)介：上夠腳范大爹碩士學(xué)位論文論文題目上海市中學(xué)生物學(xué)教學(xué)實(shí)施生命教育的思考與探索學(xué)專院生命與環(huán)境科學(xué)學(xué)院業(yè)教育碩士研究方向生物教學(xué)論研究生姓名紀(jì)元指導(dǎo)教師胡興昌教授完成R期2006年5FJABSTRACTLIFEISTHEPRECONDITIONOFTHEREALIZATIONOFSCHOOLINGATTENTIONTOTHE1IFEISTHEVALUEOFNOWADAYSEDUCATIONHOWEVERTHELOSSOFTHESTUDENTS’INDIVIDUALAWARENESSMAKESUSTHINKDEEPLYSOITISURGENTTOPUTTHELIFEEDUCATIONINTOPRACTICEINTHISASPECT，MANYSCHOOLSINSHANGHAIPLAYTHELEADINGROLENOWADAYS，RELYINGONTHEGUIDELINEOFLIFEEDUCATIONOFSTUDENTSINSHANGHAI，WESTEPSOUTTHEPACEOFTHINKINGANDEXPLORINGBIOLOGYWHICHREGARDSLIFEASTHERESEARCHOBJECTPLAYSANIMPORTANTROLEIN1IFEEDUCATIONHOWTOBRING1IREEDUCATIONINTOEFFECTINBIOLOGYTEACHINGTOMAKEUPTHEIMPORTANTPARTSINTHESYSTEMOFIIFEEDUCATIONISANEWTASKTHATWEMUSTTHINKANDPRACTISETHEARTICLEAIMSTOEXPLAININGTHEUNDERSTANDINGOFEDUCATIONALTHEORYOF1IFEANDHOWTOEXPLORE1IFEEDUCATIONINTHETEACHINGOFBIOLOGYTHEARTICLECANBEDIVIDEDINTOFIVEPARTSTHEFIRSTPARTTHEORETICALBASEANDACTUALITYOF1IFEEDUCATIONMAINLYSUMMARISETHETHEORETICALBASEOFLIFEEDUCATIONATHOMEANDABROADINTRODUCESOMEFAMOUSWORKSOFLIFEEDUCATIONDESCRIBESEPARATELYTHEACTUALITYOF1IFEEDUCATIONATHOMEANDABROAD，INCLUDINGTHATOFSHANGHAITHESECONDPARTTHEBACKGROUNDANDSIGNIFICANCEPUTFORWARDBY1IFEEDUCATIONTHISPARTINCLUDESSOCIALEDUCATIONALANDFAMILYBACKGROUNDTHENIANALYZETHEORIENTATIONANDCONNOTATIONOFTHELIFEEDUCATIONINSHANGHAITHELASTPARTINDICATESTHESIGNIFICANCEOF1IFEEDUCATIONTHETHIRDPARTLIFEEDUCATIONINTHETEACHINGOFBIOLOGYTHISPARTDISCUSSESTHERELATIONSHIPANDLINKINGPOINTSOFBIOLOGYTEACHINGAND1IFEEDUCATIONBYTHEMETHODOFRESEARCHING，THISPARTANALYSESTHEAPPICATIOILOF1IFEEDUCATIONINBIOLOGYTEACHINGINSHANGHAITHEFORTHPARTMETHODSOFAPPLICATIONOFLIREEDUCATIONINBIOLOGYTEAEHINGTHISARTICLEDISCNSSESTHEFOLLOWINGASPECTSOFIMPLEMENTARYMETHODSFIRSTLY，METHODSOFAPPLICATIONOF1IFEEDUCATIONINTHETEACHINGOFBIOLOGYKNOWLEDGESECONDLY，THEEXPLORATIONOFTHEIMPLEMENTARYMODESOFLIFEEDUCATIONINTHETEACHINGOFBIOLOGYEXPERIMENTSINADDITION，ITALSODISCUSSESTHEIMPLEMENTARYMODESOF1IFEEDUCATIONINTHEACTIVITIESOFBIOLOGYANDTHEUTILIZATIONOFRESOURCESABOUTBIOLOGYFINALLYTHISARTIELEMAKESANINVESTIGATIONANDANALYSISONTHERESULTOFAPPLICATIONTHEFIFTHPARTTHEPROBLEMSOFPROSPECTOFITACCORDINGTOTHEMAJORPROBLEMSOFLIFEEDUCATIONINBIOLOGYTEACHING，THISARTICLEPUTSFORWARDTHESTRATEGIESANDMAKESAPROSPECTON1IFEEDUCATIONINBIOLOGYTEACHINGTHROUGHTWOYEARS’THINKINGANDRESEARCHING，ICONCLUDEFROMWHATIHAVELEARNEDTOWRITETHISARTICLECAUTIOUSLYTOGIVESOMESUGGESTIONSKEYWORDSLIFE，LIFEEDUCATION，THETEACHINGOFBIOLOGY

簡(jiǎn)介：魯東大學(xué)碩士學(xué)位論文初中生物學(xué)教學(xué)中情感教育的現(xiàn)狀及策略研究姓名王麗娟申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論（生物）指導(dǎo)教師劉林德20070613ABSTRACTATPRESENT,MOREANDMOREINTERNATIONALATTENTIONAREPAIDOILTHEAFFECTIVEEDUCATION，ANDINCHINATHECOURSETARGETOFAFFECTIVEEDUCATIONISALSOPUTFORWARDCLEARLYFORTHEFIRSTTIMEINTHEEIGHTHBASICEDUCATIONCURRICULAREFORMS．THECHANGESDURINGTHEKEYPERIODINTHEJUNIORHIGHSCHOOLISSOREMARKABLETHATTHERESEARCHONTHEBIOLOGICALAFFECFIVEEDUCATIONANDTHESTRATEGYWILLHASTHEVITALSIGNIFICANCEINENHANCINGTHESTUDENTSAFFECTIVEHORIZONTALANDTHEOVERALLQUALITY，ATTHESAMETIMETHERESEARCHCANPROVIDETHESUGGESTIONFORTHEBIOLOGYTEACHERSONHOWTOCAVTYOUTTHEAFFECTIVEEDUCATIONEFFECTIVELY．THISRESEARCHSTUDIESBIOLOGICALAFFECTIVEEDUCATIONVIAMAINLYLITERATUREANALYSIS，QUESTIONNAIREINVESTIGATION，INTERVIEWS，EXPERIMENTATIONANDCASESTUDY,TOKNOWTHEPRESENTSITUATIONINBIOLOGYAFFECTIVEEDUCATIONINTHEJUNIORMIDDLESCHOOL，TOFINDOUTTHEPROBLEMSTHEAFFECTIVEEDUCATIONAREENCOUNTERING，ANDTOTRYRAISINGTHEAFFECTIVEEDUCATIONSTRATEGY．ANINVESTIGATIONISCONDUCTEDINYANTAIWITHTHESELFMADEQUESTIONNAIRE{THEQUESTIONNAIREFORTHEJUNIORSCHOOLTEACHER’SCURRENTBIOLOGICALAFFECTIVEEDUCATIONAND{THEQUESTIONNAIREFORTHEJUNIORSCHOOLSTUDENTS’BIOLOGICALAFFECTIVEEDUCATION，INCLUDING775STUDENTSINGRADE2ANDGRADE3，69BIOLOGYTEACHERSINTHEJUNIORHIGHSCH001．THENMOREANALYSISANDDISCUSSIONISCONDUCTEDONTHEBASISOFTHESTATISTICRESULTSANDINTERVIEW．THESTUDENT’SANALYSISRESULTSCANBEARRIVEDATASFOLLOWINGTHELEVELOFAFFECTIONEDUCATIONISNOTSOGOODTHATITNEEDSTHEGOINGONATTENTION；MOREOVER,THETHEORYOFAFFECTIONEDUCATIONISMUCHBETTERTHANTHEPRACTICEOFIT；THELEVELINGRADETWOISHIGHERTHANTHATINGRADETHREE；BOYSHAVETHESIMILARLEVELTOGIRLSANDTHEDIFFERENCEISNOTPROMINENT；HIGHERLEVELOFAFFECTIONISFOUNDINTHECOUNTRYSIDESCHOOLTHANTHATINTHECITYSCHOOL，THENTHEKEYMIDDLESCHOOLANDTHELOWESTISTHEPRIVATESCH001．THETEACHERS’INVESTIGATIONRESULTISASFOLLOWINGMOSTBIOLOGICALTEACHERSACCEPTTHEIDEAOFTHEESSENCEOFTHEAFFECTIVEEDUCATIONANDPAYMUCHATTENTIONTOIT,BUTTHEREISSTILLALONGDISTANCETOAIMATTHESTANDARD；TEACHERSINDIFFERENTSCHOOLSANDATTHEDIFFERENTAGEHAVETHESIMILARLEVELOFAFIRECTIVEEDUCATIONANDTHEDIFFERENCEISNOTPROMINENT．Ⅱ

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文初中生物學(xué)探究性學(xué)習(xí)實(shí)施策略的研究姓名林育榮申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)教師邱岡20030801ABSTRACTINQUIRYLEARNINGISANEWKINDOFSTUDYINGMETHODWHICHISPROPOSEDINTHENEWROUNDCOURSEREFORMING，ANDALSOITISTHEFIRSTLEVELTOPICOFBIOLOGYCOURSE．BUTATNOWINQUIRYEARNINGISNOTPUTINUSEENOUGHINREALTEACHING，SOITDOESN’TBRINGFORTHITSREASONABLEEFFECT．THROUGHTHERESEARCHINGOFTHISTOPIC，1WANTTOSEEKANEFFECTIVEWAYTOCONDUCTTHEDELVINGSTUDYING，SOASTOMAKEITCOMEINTOREALITY，BRINGMOREEFFECT．WITHTHEGUIDINGOFMODERNEDUCATIONTHEORY．ISPENTONEYEARTODOTHETEACHINGEXPERIMENT，TORESEARCHTHEFEASIBILITYOFTHISTOPICONFIVEASPECTSTHEBUILDINGOFENVIRONMENT，THECHOICEOFCONTENT，THEPROCESSOF，ACTIVITYWAY，EVALUATE．ONEYEAR’STEACHINGEXPERIMENTSHOWSTHATWITHTHECARRYINGOUTOFINQUIRYLEARNING，ITCANBRINGSUCHEFFECTSFIRST，THESTUDENTSCANGETBETTERMARK．SECOND，ITCANENHANCETHEIRINTERESTSTUDYINGATTITUDE．THIRD，ITCANHELPSTUDYING，ANALYZINGQUESTION，SOLVNGINSTUDYING，CORRECTTHEIRTHESTUDENTSTOIMPROVETHEIRNGQUESTIONANDINNOVATINGABILITYBYTHEMSELYES．FOURTH，ITCANADJUSTTHESTUDENTS’KNOWLEDGESTRUCTURE．ATTHESAMETIME．ITCANGIVEUSSOMETIPSTHESTRATEGYOFINQUIRY1EARNINGISEFFECTIVEANDOPERATIVE．SOTOMYOPINION，IT’SNECESSARYTOCARRYOUTTHEDELVINGSTUDYINGPLANINTHESTUDYINGOFJUNIORHIGHSCHOOLBIOLOGYLESSONS，THEMOSTIMPORTANTTHINGISTAKINGTHEREASONABLEMEASURES．INTHEREALTEACHINGPROCESS，WESHOULDCONSIDERTHEREALITYOFTHETEXTBOOK，STUDENTSANDTHESCHOOLTOGETHER．KEYWORDSBIOLOGYTEACHINGINQUIRYLEARNINGCARRYINGOUTTHESTRATEGY。

簡(jiǎn)介：分類硒』￡泰F箍史謦教育碩士學(xué)位論文基于建構(gòu)主義的初中生物學(xué)教學(xué)設(shè)計(jì)及應(yīng)用研究毛德明導(dǎo)師姓名職稱龔盤鯊劐塾撞專業(yè)名稱塾直塑±研究方向堂疊熟堂生塹論文答辯日期2Q生旦學(xué)位授予時(shí)間2Q生旦答辯委員會(huì)主席評(píng)閱人二OO五年十一月ABSTRACTWITHTHEDEVELOPMENTOFCOMPUTERMULTIMEDIATECHNOLOGYANDCURRICULUMREFORMOFBASICEDUCATION，TRADITIONALINSTRUCTIONALDESIGNNEGLECTSTHESTUDENTS’COGNITIVEMAJORROLES．TRADITIONALINSTRUCTIONALDESIGNDOES’TTOOFFERASUFFICIENTLEARNINGENVIRONMENT，ETC．ATTHESAMETIME，NATIONALSTANDARDSOFBIOLOGYCOURSEEXPERIMENTALEDITIONEXPLICITLYINDICATESTHEFOCUSOFREFORMONBIOLOGYCOURSEISTOFACEONALLSTUDENT，CULTIVATESCIENCEABILITYANDCALLFORINQUIRYBASEDLEARNING．SOTHEPRESENTINSTRUCTIONALDESIGNISNOTFITWITHTHENEWWAYOFMODEMEDUCATION．ITNEEDALLINSTRUCTIONALDESIGNTHATISEASYTOMANIPULATE．THEWRITERINVESTIGATESTHEQUESTIONSINBIOLOGYINSTRUCTIONALDESIGNANDTHEREASONSONSELECTINGCONSTRUCTIVISM．THESTUDYTRIESTOCOMBINETHEORYWITHPRACTICE，ANDINNOVATESINSTRUCTIONALDESIGNBASEDONCONSTRUCTIVISMINBIOLOGYOFJUNIORSCH001．COMPAREDTOTRADITIONALINSTRUCTIONALDESIGN，THEINSTRUCTIONALDESIGNREQUIRESTHATTHEROLEOFTHESTUDENTSSHOULDBEPUTONTHEFIRSTANDSHOULDBETHEPOSITIVECONTRACTORSOFKNOWLEDGE．THETEACHINGPROCESSISTHETEACHERWITHTHESTUDENTS’DOUBLESIDEACTIVITY．THETEACHERANDTHESTUDENTSUNDERTAKETHEDIFFERENTROLEINTHETEACHINGACTIVITY．REGARDINGSTUDENTASTHECENTEROFINSTRUCTIONALDESIGN．THEREARCLEARNINGOBJECTIVERDESIGN，LEARNERPROFILEASSESSMENT，INSTRUCTIONALENVIRONMENTDESIGN，INFORMATIONRESOURCEDESIGN，INSTRUCTIONALFRAMEWORKDESIGN，INSTRUCTIONALEVALUATIONDESIGN，ETC．THEWRITERDEVISEAFORMOFCLASSROOMINSTRUCTIONALDESIGN．ATEACHERCANDIRECTLYAPPLYTHEFORMTOCLASSROOMINSTRUCTIONALDESIGN．ITISBENEFICIALTOTHETEACHERS’TOMANIPULATE．ITCALLIMPROVEINSTRUCTIONEFFECTANDINSTRUCTIONEFFICIENCY．HOWTOEVALUATEANDAMENDINSTRUCTIONALDESIGNTHEWRITERALSODEVISEAFORMOFCLASSROOMINSTRUCTIONALDESIGNEVALUATION．ATEACHERCANEVALUATETHEOTHERTEACHER’SINSTRUCTIONALDESIGNANDHIMSELF．HECANACCUMULATEEXPERIENCEANDIMPROVETHELEVELOFINSTRUCTIONALDESIGN．THEWRITERAPPLYTHEINSTRUCTIONALDESIGNMODELTOCLASSROOMINSTRUCTIONOFBIOLOGY．FROMTHEANALYSISOFTHESERESEARCHES，THEWRITERDRAWACONCLUSIONTHENEWINSTRUCTIONALDESIGNISBETTERTHANTRADITIONALINSTRUCTIONALDESIGN．THEINSTRUCTIONALDESIGNSAPPLIEDTOTHECLASSINSTRUCTIONCANINCREASETHESTUDENTS’STUDYGRADE，THESTUDYINTEREST，THEABILITYOFACQUIRINGKNOWLEDGE．THEINSTRUCTIONALDESIGNPROVIDESSOMEVALUEABLEMANIPULATIONSFORBIOLOGYTEACHERSTOAPPLYINJUNIORHIGHSCH001．KEYWORDSCONSTRUCTIVISM；BIOLOGYINJUNIORHI曲SCHOOL；INSTRUCTIONALDESIGNAPPLICATION111