High School Biology Learning Ability And Test Anxiety Related Research

Many new challenges are bought in the information age, With the rapiddevelopment of science and technology, updated culture and knowledgeoccupation skill escalating, a person is unable to meet the needs of future workonly by the knowledge learnt at school." Teaching how to fish " rather than " teachhim to fish ". Learning capability has started to play an increasingly important rolein senior high school. As educators, we should not only value our students, but paymore attention to the students’ learning ability."More and more Chinese teachersand students are aware of the significance of learning ability. They are trying tomaster it as a key for their future development. Cultivating the learning ability ofstudents can effectively improve the academic performance of students. Thus,many scholars focus on the direction of learning ability and learning effects.The effect of learning is mainly reflected through the examination results，thelearning ability of students and test scores are generally positive correlation. Whenit comes to exam，" test anxiety "must be mentioned. The Chinese students’ testanxiety was significantly higher than that of foreign peers. The author is a biologyteacher working in a high school，who mainly focus on biology learning. In orderto study the learning ability of high school students biology and present situationas well as the relationship between test anxiety and biology learning ability.Research are made among students who come from different grades，differentfamily background and different living environments. This research firstly aims topresent the differences between biology learning ability and testanxiety.Secondly， it aims to explore the correlations between biology learningability and the level of test anxiety.Thirdly, the author wants to discuss how toadjust students’ test anxiety and improve the students’ self-confidence so as toenhance the students’ learning effect and examination achievement. Last but notthe least，the author attempts to give some suggestions on how to reduce testanxiety of students and to improve students’ learning ability, all of which are based on the actual data and recommendations.The objects of research are237students selected from4classes, who areseparately from Zibo No.1middle school and Boshan Experimental High School.Zibo No.1middle school is a key school in Zibo city, while the other is anordinary one. The objects are all high school students whose ages are from16yearsto19years old. Among them,male127, female101.According to the grades:56from senior one,59fromsenior two,113from senior three. According to places ofresidence:97urban students,131rural students; About family background:18students are from poverty families, while219students have different cases. Theabove objects are selected cautiously for the purpose of this research, includingdifferent types, different levels, different learning foundations. All these measuresare taken to obtain more reliable data. Research methods are questionnaire methodand interview method. The author designed two questionnaires, one is aboutbiology learning ability questionnaire for high school students and the other is testanxiety scale. The two questionnaires all have good reliability and validity, whichhas been provedby practice.Based on the questionnaire analysis of relevant data，the conclusions are asfollows: Firstly，on the whole，the high school students with weaker biologylearning capability have two extremes of test anxiety. One is mild anxiety or noanxiety，the other shows severe anxiety. For those high school students withstronger biology learning capability，whose anxiety level of the examination ismoderate. Secondly，specifically speaking，the two factors "the purpose oflearning" and "the learner autonomy" have a significant positive relationship withtest anxiety. Thirdly，the factors such as" learning method " learning effects","learning contents" and " autonomous learning ability " havea " parabola " relationship with test anxiety. That is to say，the students who havemoderate anxiety levels are the most ideal.