A Study On The Performance And Evaluation Of Autonomous Learning Behavior In Senior Middle School Biology Learning

With the rapid growth of Knowledge and the advocates of eighth curriculum reform, the autonomous learning is becoming a hot spot research. However, the author also found that the autonomous learning of high school biology curriculum is not so smooth in the internship, there are many problems of Autonomous learning in class, such as you don’t understand what content should be autonomous learning and don’t know how to judge the situation of the autonomous learning, etc; Related theory study also found that most of previous studies from the perspective of Psychology and Education Science, focused on autonomous learning internal mechanism for further study,such as concepts, processes, etc. Practice research combined with the characteristics of a subject or certain types of students was analyzed the current situation of autonomous learning and puts forward some feasible improvement measures, lack of high school biology autonomous learning behavior and its special research of evaluation index, so that the biological learners and teachers don’t know how to judge the autonomous learning station, and thus to minimize the use of autonomous learning mode. Also through the literature research analysis found that autonomous learning evaluation index set from the behavior. Therefore this study about autonomous learning in high school biology learning behavior to do with system research, and build the relevant evaluation questionnaire to try to promote the above problem.There is literature analysis method, classroom observation method, interview method, questionnaire survey method and statistical analysis in the study. To conduct the thorough research to the concept, theory, and autonomous learning behavior forms of high school biology learning, classification, characteristics and influence factors in the induction and summary, with the establishment of evaluation questionnaire for autonomous learning.The results showed that:(1) Autonomous learning behavior in the learning of high school biology is very complex, can be divided into two categories, explicit and implicit, implicit autonomous behavior can be presented through the explicit expression, the autonomous learning behavior has the four characteristics:subjectivity, initiative, relative independence and effectiveness, also has four factors influence:the environment, students, teachers and curriculum; (2) finally formed "Autonomous Learning Behavior Evaluation Questionnaire Of High School Biology learning" with eight first-level indicators, twenty secondary indicators,, after the formal measurement using SPSS 17.0 analysis, the scale has good reliability and validity;(3) Using the evaluation questionnaire for questionnaire investigated students’high school biology autonomous learning behavior,Senior Grade One of xi’an Tieyi Binhe school, using SPSS 17.0 to analyze the results found that high school students’biology autonomous learning behavior overall average score is 62.75 (total score 100 points), each dimension has students scored lower on theory of value, analysis the reason finding that this is a result of a lack of preparation phase behavior, results light process and the imperfect evaluation system; The autonomous learning behavior of the high school biology study have gender difference analysis, based on the analysis of learning tasks, learning task on two dimensions. The siq. value is greater than 0.05, the rest of Six dimensions’and total scale siq. value is less than 0.05, it shows that these two dimensions on gender does not exist significant difference, the rest of the dimensions and the total amount on the table there are significant differences, the girls’ high school biology autonomous learning behavior better than boys’, and also analyzed the difference of the autonomous learning behavior on different grade level, it is concluded that the siq. total value is less than 0.01 of the dimension and the table, indicates a significant difference, the better students’ result is, the better high school biology autonomous learning behavior is. (4) According to the result of evaluation shows a lot of problems exist in the high school biology autonomous learning behavior, to solve these problems based on autonomous learning behavior in front of the study and put forward three aspects advice likes to realize the transition of the high school biology concept of autonomous learning, etc.The above results analysis comes the following conclusions:Research on autonomous learning of high school biology study can be studied from its behavior, using evaluation questionnaire evaluation analyze the current high school biology autonomous learning behavior is close to the median, there are differences in gender, grade.