A Study On Cultivation Of Senior High School Students' Self-learning Ability And To Develop Strategies Studies In Biology

In Jiangsu Province "five strict", the Suzhou City Board of Education proposed the "three can" - can learn, can healthy, can break, and further enhance the independent learning requirement. Self-learning is not only the necessary capacity for lifelong learning, but also of the world's 21 requirements for personnel training.This essay includes four sections. The first section of lifelong education, proposed the concept of quality education, from the perspective of training and teaching on the stage with the problem and the realities of the school made the need to develop independent learning; self-study will not only help to optimize student learning, adapt to the future life, but also can improve the quality of teachers.The second part describes the content and characteristics of self-study, Analysis of the difference between self-study and self-reference to the theory of independent learning, such as the constructivist theory of learning by doing theory, psychology and memory forgetting curve.The third part is the implementation part of the experiment. Targeted at the high school students to learn the status of biological self-survey and interviews found in the issue, the author based on the teaching of general laws, in rehearsal, class models, review and other aspects of student learning to enhance self-guidance, the focus in class model, I new in high school biology classes, refresher courses and laboratory classes in three different types of classroom teaching, the experimental classes and control classes to adopt a different teaching methods, by comparing the teaching, try to put self-learning strategies to strengthen the students to achieve self-learning and enhance student awareness of biological interest, and can guide teachers to develop students as self-learning ability of the theoretical and practical basis.The fourth part is the analysis of experimental results and conclusions. Effectiveness on student self-regulated learning I try to survey the process of teaching classroom teaching and student participation in the change in the experimental classes and control classes teaching the comparative results demonstrate that three students in my learning process of self-made certain effects.