Research On The Status Of Learning Attitudes And Learning Styles Of Biology Of Junior Middle School Students

This article focused on the status of learning attitudes toward and learning styles of biology of junior middle school students. Learning attitudes and learning styles are linked with each other, and they are two important factors in the students's study process and result. Positive learning attitudes and learning styles can help to increase the students' knowledge through learning, enrich their spiritual life, and promote their development of basic quality.On the basis of theoretical analysis, several questionnaires on junior middle school students' biology learning attitudes and learning styles (hereafter BLA & BLS) were made up. And these questionnaires were conducted on 564 junior middle school students and 59 teachers. Having analyzed the results of the investigation, the main conclusions are as follows:1. Generally, the development level of the students' BLA is not high enough. In the concrete, junior middle school students, at present, have a relatively low level in terms of learning behaviors and learning interests. The gender factor makes significant difference in learning experiences and learning interests, learning behaviors and learning interests in Grade One are higher than those of students in Grade Two; the school factor makes significant distinction in learning behaviors.2. On the whole, the level of the students' interests in the subjects of Curriculum Standards for Biology approaches a little higher than medium. No significant distinctions exist between different genders and schools, but there issignificant difference between grades.3. There are significant different levels in the styles of both interests and adoptions in BLS of junior middle school students. Students in different grades are found having significant different levels in both interests and adoptions in BLS, and the school factor makes some distinction in both two.4. The biology teaching styles of the teachers' adoptions are found having significant different levels. There are no distinctive styles of the teachers' adoptions in different schools.5. The teaching styles of the teachers' adoptions are significant different with the BLS of the students' interests and adoptions.