Empirical Study Of High School Biology Learning Strategy Development And Its Influencing Factors

Along with the fast development in the Information Age, man can no longer complete in the limited life the inheritance of knowledge. They can only get rid of the dilemma between the limitedness of life and the limitlessness of knowledge by accepting knowledge both independently and optionally. The first and foremost phenomenon of students' learning ability should be the scientific mode of study and learning strategy, and addititionally the attitudes towards study, among which the scientific learning strategy ranks the first.According to this research, learning strategy is learns' mode of thinking about the choosing, using and regulating of rules, methods, techniques, and resources when doing certain kinds of learning tasks. This mode is closely related to learns unique characteristics, the properties of the learning task and the time and place of its occurrence, which make it an ever-changing function in the cognition field.The research mainly covers:1. The setting up of a mode of Systematic Normal Learning strategy by researching into some bibliographies.2. The setting up of a mode of Systematic Biology Learning Strategy: the research gains some related data through some investigations and collective tests, and further more analyzes it to verify the relationship between each compositional and influential factor, including the formation and development of learning strategy. The research chooses some junior 2 and 3 students, and senior 1, senior 2, and senior 3 students as the objects of the investigation, and collects 2137 samples.3. The experiment of the teaching Biology Learning Strategy: By analyzing of the three factors 2 X2 X2, it makes an inquiry into the formation and the changing process of Senior 2 students, learning strategies in biology under real teaching scenes.The important conclusions of this research are such that—Learning strategy is made up of cognition strategy, motive strategy, emotion strategy, social strategy and regulative strategy. Regulative strategy is the main factor that affects biology learning. Noticing strategy (Information choice strategy) is a special strategy in biology learning; the developing process of the biology learning strategy exists the so called "grade-two effect"— a dropping tendency often appears in grade 2 students' learning strategy, which is caused by the "mental confusion" stage in learning. Effective teaching of the learning strategy can help students get through this stage quickly.This research puts forwards the base on which the level of learning strategy can be tested, that is, the level of group learning strategy must be measured by the level of learning strategy and the factors' convergence, while the development level of individual learning strategy must be measured by the level of learning strategy and other related strategies.