Comparative Study Of Memory Strategies Of High School Biology Classroom

The new round of basic education curriculum reform calls for the reform of past mechanical learning and rote, teaches the students how to learn, and develops the capacity of life-long learning. In high school biologic education, its contents characteristics is miscellaneous, mush of which should be remembered. So it known as the science of liberal arts said. Thus, the students generally feel that the memory has great capacity, difficult to remember. So the study of memory strategies has certain practical significance.On the basis of studying a large quantity of Chinese and Foreign literature, the studying discovers that there is research on the combination of memory strategy and biologic teaching in high school, while most research limits to the discussion on memory methods.Under the direction of the related memory theory, through the practice of senior high biology teaching, and using various memorizing tactics in class teaching. In three parallel classes, the study is carried out with a method in two turns with a comparison, collecting and analyzing a lot of experimental data, and directly displaying the result of the study by diagrams directly.The study firstly adopted the methods of questionnaire, in order to understand the situations of grade1students’ memory strategy application in high school, and how students think of the situation. After that, according to the characteristics of biologic knowledge in this subject, this study explores the memory strategies applicable to biologic knowledge. Foundation in the cultural heritage of large quantity, the thesis induces four kinds of memories strategy:knowledge chunk of memory strategy, visual image member strategy, rehearsal strategy, timely review and try to remember memory strategy. In addition, this paper adopts significantly representative teaching cases to illustrate this idea.From the result, the application of these memory strategies will help high school students improve their academic achievements. The studying discovers that visual image member strategy is particularly obvious effect.This study tries to explore the application and the usefulness of the memory strategy, and to offer the practice basis for it’s the application training in the high school biologic teaching. Thus, I hope that, this research could provide theoretical and practical reference to the high school biology classroom. I hope that, more and more biology teachers pay attention to students’memory and understanding at the same time in class.Of course, this study does not involved all the memory strategies which are related to all aspects of biology. Memory strategy training needs to be further optimized, and will continue to explore these questions in future work.