Discovery Learning and Guidance of Food- Biology Curricula during Teaching

bstract. In last few years Founding in the learning is advocate learning methods, This teaching method is also an active factor in teaching activity,and it is the intermediary and textbooks bridge between Students and teachers. Finding teaching methods apply in biological courses teaching,and it can fully arouse students' learning desire and Improve their learning efficiency,and it isMore important to promote the improvement of students' autonomous learning ability, and to let the student solid master knowledge in.It lays solid foundation for future food biology teaching work.

Key words: Food; Biology; Curricula; Discovery learning; Guidance

Discovery Learning is one of the representatives for the food-biology curricula to change the teaching method, from traditional one to the new teaching method. It places emphasis on the learning process instead of the result merely. It pays close attention to the intuitive thinking and the internal motivations. It pays attention to finding happiness and contentment from the learning exploration activity itself. It does not pay attention to the external punishment and put emphasis on the organization, abstraction of the information other than its storage. It is able to make the abstract knowledge to be specific, the uniform knowledge to be interesting. All of these are advantages that cannot be surpassed by the traditional teaching method.

I.CHARACTERISTICS OF FOOD BIBLIOGRAPHICAL COURSE

The characteristics of the bibliography course are shown as the followings:

1)Systematization: In terms of the internal structure of the curriculum, it is from the most fundamental one to the comprehensive one, and from the theoretical one to the practice. It gradually deepens, from the biological chemistry, the micro biology, the biological technologies and the fermentation technology. From the perspective of the external connection, the biological course is closely related to such courses as the zoology, botany, molecular biology, and food toxicology and food technology and so on. As a part of the basic theory in the relevant curriculum, or a part of practice, the interaction relationship may be formed.

2)Science: Biological course is the integration of the product of the development of the modern biology and the relevant subjects. Its core is to be centered at the biological technologies, which include ferment engineering, enzyme technology and food security and so on.

3)Reality: The learning of biological course has shown the cases like the fermentation food existed in real life, the food anticorrosion and the development of the functional food. In addition, it includes the objective food biological technology theories, which have shown the comprehension of all kinds of relations. Before the students are learning the previous theoretical knowledge, they already have the sensitive memories. No matter they are true or wrong, the learning of the theoretical courses under the unconsciousness condition is a kind of interests. However, this kind of phenomena is not systematical. It is in chaos and irregular.

II.THE IMPORTANCE OF LEARNING

In the traditional teaching, in order to reach the goal of lecturing, the lectures of the teachers and the reacceptance of the learners have formed into a complete learning process. During this process, learning is passive. Learning is a happy process to acquire knowledge. This is particular the case for the biological course in which the learners discovery the structure, the conclusions and the rule of the teaching materials themselves. Discovery Learning is one of the representatives for the food-biology curricula to change the teaching method, from traditional one to the new teaching method. It places emphasis on the learning process instead of the result merely. It pays close attention to the intuitive thinking and the internal motivations. It is able to make the abstract knowledge to be specific, the uniform knowledge to be interesting. All of these are advantages that cannot be surpassed by the traditional teaching method. In this way, they have formed the understanding and practice of the course theories themselves. Corresponding to this, the guidance of the teaching work is of great importance. It pays attention to finding happiness and contentment from the learning exploration activity itself. It does not pay attention to the external punishment and put emphasis on the organization, abstraction of the information other than its storage.

III.TWO KINDS OF DISCOVERY LEARNING

A.Discovery instruciton

During the discovery teaching process, teachers are required to put forward teaching tasks to the students. The teachers create a learning situation in which the learners can finish the teaching tasks through practice after thinking. In addition, they can internalize the learning content that they discover through explorations and thus form a knowledge system of their own. The essence of discovery teaching is to create every possibly ways. Its realization means are shown as the followings: the preparation of the teaching scheme, the design of the classroom teaching, the experiment design, the design of the training course and the investigations and summary and so on.

B.Discovery Learning

The learning ways are divided into the acceptance learning and the Discovery Learning. Discovery Learning is the learning process carried out under the stimulation of such emotions as the learning interest, the desire to acquire knowledge, the learning instinct and the curiosity and so on. The teachers create a learning situation in which the learners can finish the teaching tasks through practice after thinking. In addition, they can internalize the learning content that they discover through explorations and thus form a knowledge system of their own. The essence of discovery teaching is to create every possibly ways. Discovery Learning is an interactive, open, motivated and independent learning process. Its major characteristics are to improve the enthusiasm and activity of the learners to the maximum degree. In this way, the highest efficiency of the knowledge learning can be realized.

IV.INTRODUCTION MANNER AND IMPROVEMENT OF DISCOVERY LEARNING

A.Classroom

Classroom teaching should make full use of the characteristics that the ages of the students are basically consistent to the knowledge scope of the students. Select the guidance examples to illustrate. This is particular the case for the biological course in which the learners discovery the structure, the conclusions and the rule of the teaching materials themselves. Discovery Learning is one of the representatives for the food-biology curricula to change the teaching method, from traditional one to the new teaching method. It places emphasis on the learning process instead of the result merely. All of these are advantages that cannot be surpassed by the traditional teaching method. In this way, they have formed the understanding and practice of the course theories themselves. Classroom teaching is carried out in succession by each professional course. Therefore, the biological food technological teachers should be comprehensive. It pays close attention to the intuitive thinking and the internal motivations. It is able to make the abstract knowledge to be specific, the uniform knowledge to be interesting. In other words, they should have some basic ideas about the course content that are operated so as to grasp the knowledge orientations of the students.

B.Experiment

An experiment is a methodical trial and error procedure carried out with the goal of verifying, falsifying, or establishing the validity of a hypothesis. Experiments vary greatly in their goal and scale, but always rely on repeatable procedure and logical analysis of the results. When carry out the teaching of food-biology curricula, the students conform to ancient customs. An experiment is a method of testing. In practice, some can be arranged before the theories while some can be arranged after the theoretical course. According to the needs of the curriculum, make guidance on the theoretical understanding, and make arrangement on the difficult and easy degree of the experiments.

C.Practice and training

In teaching plans, we call it professional internship or practice. In the teaching plan, we call it as the professional internship or the curriculum internship. In the curriculum teaching, we take into consideration the operation ability of the students. Arrangement on experimental courses is carried out. However, the real production and practice is greatly different from the experiment operations. This is another outstanding place in food-biology curricula. Through the practical training and guidance of internship, students are enabled to adapt to the needs of the production technology development to the talents. The process should combine the experimental learning and the theoretical learning. It should be proceeded in an orderly way and step by step. It cannot be placed after the end of the entire curriculum, both the theories and experiments.

D.Investigations

Through the ways of questionnaires, the students’ grasping condition of the classroom knowledge can be known. It does not take the examination method so as to get rid of the limitations of the classroom teaching. For example, differ rent students have different interests. The classroom teaching is hard to take into considerations all of these elements in a comprehensive manner. Through this kind of relax manner, students can really knowledge something about the knowledge learnt so as to provide guidance and help to the teaching guidance.

V.DISCOVERY LEARNING METHOD AND EFFICIENCY EXAMINATION

A.Interview method

Get to know whether the learners have any ideas about what they have learnt. Communicate with them to know whether they have learned the knowledge well. There are two “degrees” that should be paid attention to in the interviews: perspective and height. In terms of the perspective, one should have a broad vision. They are mainly shown in the subjects and forms of the interview. It should realize the systematic system and the scientific application of the food biological technology course. In terms of height, it should be fulfilled with the scientific things. On the basis of the original theories, the personal scientific views of the learners should be shown.

B.Innovation method

This method mainly tests the learners after they have finished the food-biology curricula teaching in terms of thinking, perspective and width so as to find out the application degree of the discovery learning. For example, a professional problem on food-biology curricula is picked up randomly, requiring the methods to the solution in more than three steps. Answer one is the knowledge obtained in class, which must be accurate. Answer two is something in the mind of the learners in the learning process, some of which is correct while some do not prepare well for it. Answer three is what is heard by the students, some of which are the hearsay. When he puts forward the answer, he should make identification so as to improve the identification of the students.

C.Standardization

As for the efficient learning methods and experiments that have been proved in practice, they can form some basic means that can be applied into the actual teaching and learning. In addition, standardize the operation process. In terms of the teaching curriculum plans, the course time and the professional settings, formulate a scientific biological course professional teaching plan based on this. Change the old and rigid teaching model and keep improving the more efficient teaching guidance and learning way in practical teaching. Make regular innovation evaluations on the key curriculum.

D.Discussions

Discussion teaching is a kind of effective learning method that is gradually being acknowledged by everyone. Through discussions, the thinking of the students has been guided and motivated. In this way, the interest of the students is intrigued. Train the independence of the students, the exploration and the cooperative learning spirits in their learning process. Considering the shortage of the students’ knowledge, and the fact that they are still learning, the guidance of the teachers are of great importance in the discussion process.

VI.CONCLUSIONS

As a kind of learning method, discovery learning is the mode of existence of matter. The key for us is how to grasp and make use of it. In terms of discovery learning and the discovery learning guidance, the former is the objective of the latter while the latter is a kind of means to realize the former.

Project source: Discovery Learning and Guidance of Food- Biology Curricula during Teaching, the teaching reformation project of Shanxi Normal University (SO2009YBKT-53).

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