Strategies Study Of Improving Autonomous Learning Ability Of Biology In Senior High School

In the context of new curriculum and the new mode of college entrance examination, biology teaching is in an awkward position where the most benefit must be got in the least amount of time. That is to say, teaching aims can only be achieved through effective teaching. However, biology teaching situation in senior middle school now is not optimistic and there is a prevalence of"labor effortless"phenomenon. Teachers and students usually do the teaching and learning with the mutual misunderstanding and complaint.New curriculum reform has fundamentally updated the connotation of learning, and put the development of students' autonomous learning ability in the core of education system. Knowledge in senior high school becomes more complex and esoteric, so the importance of autonomous learning is particularly prominent. This study aims to improve students' autonomous learning ability through biological teaching practice and to achieve effective teaching so that we can improve teaching quality and meanwhile help students achieve the sustainable development of lifelong learning.This study concludes the causes that limit students' autonomous learning in biology through surveys and interview. In addition to the college entrance examination system, family education and social climate, there are four factors mainly existing in students themselves. First, they lack good study habits. For example, the students who can do active prevision just account for 15.4% in the sample and the students who can do active summary and prompt checking work only account for about 36%. Second, they lack effective approaches to learning. According to the characteristics of biology, the way that students read and memorize the materials is just fine. But there is an apparent lack of the ability to grasp and practice the key points. For instance, the students who can correctly master the methods of solving problems only account for 49.1%, less than a half. Third, the time they spend on autonomous learning can not be monitored. For example, the students who think that they don't have many chances for autonomous learning account for 81.1%. Of course there are 44.2% students considering that they are unable to make overall arrangements for the time they have. Fourth, the non-intelligence factors in autonomous learning have not been mobilized. Most of them have little interest in the subject and don't have strong will. Another provoking result has also been found in the surveys: The students think that among the biggest factors in restricting their biological autonomous learning, weak sense and little interest account for 9.9%, which is a very small proportion. However, the students who think they lack the instruction from teachers account for 43.4% and those who think they have little time and few chances account for 22.8%.According to this, the study has tried various strategies on the teachers, students and parents in experimental class to enhance students' autonomous learning ability. Finally, the research results have been verified through the comparison with a control class and a further summary has been made. All of these indicate that while there are some effects from subjective and objective conditions, the overall results of the teaching practice is good - students' academic performance has been significantly improved and their autonomous learning ability has been eventually realized.