Construction And Empirical Study Of Senior Middle School Students' Biology Learning Strategies

At present, enhancing learning strategies is regarded as an important way to improve students'learning efficiency and teaching quality at a large scale. To the best of my knowledge, there is little research on biology learning strategies at home and abroad. Most of the previous research based on experience is qualitative, So, More systematic and scientific quantitative research is urgently needed. Based on achievements on learning strategies at home and abroad, I probe into definition , factors and structure of biology learning strategies. Consequently, I build the system of senior middle school student biology learning strategies, and use a self-made questionnaire, Strategy Inventory for Senior Middle School Student Biology Learning, to investigate the general pattern of the use of senior middle school student biology learning strategies and factors affecting the choice of learning strategies. To be more specific, I list the framework of the research as follows:1. Biology learning strategies are composed of biology cognitive strategies, metacognitive strategies, and resource management strategies. The aboved three categories are made up of ten subcategories, namely, the reality of biology, the concept of biology, the rule of biology, the experiment of biology, planning, monitor, adjustment, time control, affect management, and asking for help.2. After test the validity and reliability of the questionnaire, Strategy Inventory for Senior Middle School Student Biology Learning is proved to be a useful instrument. The system of senior middle school student biology learning strategies I built are reasonable as well.3. Results from the investigation indicate that metacognitive strategies are most frequently used, while cognitive strategies are least frequently used. Of the ten subcategories, monitor and adjustment rank the most frequently used strategies while experiment and concept rank the least frequently used strategies.4. This research also examine how proficiency, gender and grade affect the use of biology learning strategies. The results reveal that significant differences emerge for the use of cognitive, metacognitive, resource management by proficiency level. Whereas no significant difference emerge for strategy use by gender and grade.