Learning Disabilities Analysis And Solution Strategies Research In Biology Of High School

Most of the studies on learning disabilities are focused on mathematics,chemistry and physics,but biology are less.Does this mean that most students do not have learning disabilities or is it worth studying?Facts have shown that the study of biological learning disabilities has a great significance.In 2003,the promulgated"Ordinary High School biology Curriculum Standard(Experiment)"emphasis on fostering students’ scientific inquiry ability,the relationship between the understanding of biological science,technology and society,and the connection with the reality of life.It advocates that the inquiry learning is not only a challenge for teachers but also for their students.Moreover,it not only stay in the comprehension and memory of the surface meaning,but also need to be integrated together.In 2017,"High School Biology Curriculum Standards" emphasis on the four aspects of biological core literacy,which includes life concept,rational thinking,scientific inquiry and social responsibility.Thus,it is difficult for most of the students to grasp the ideas and methods of scientific inquiry,and to demonstrate the biological issues by using existing knowledge,evidence and logic.Therefore,it is necessary to study the learning barriers of middle school students in biology teaching.According to a careful analysis of the existing research results of various disciplines of learning disabilities,which finds that there are two shortcomings;one is that most studies lack of the characteristics of the subjects,the classification of learning disabilities from the psychological point of view,the causes and propose solutions,which leads to the research on the teaching of practical reference value is not high,and the maneuverability is weak;two is the scope of the study,some of the researches focus on the whole subject of high school,so the scope is too large,making the research more shallow.Some only aim at a certain point of knowledge,which is too narrow for a deep research.This study selects" biological genetic and evolutionary" module,which is recognized as the difficult part in teachers and students.This module is also the students learning disabilities centralized part.In the NMET,it accounts for a large proportion,but students generally score rate is low.Therefore,the research on learning disabilities module,can provide some reference to the teachers,to help students overcome learning disabilities and improve the quality of teaching.This study is mainly based on he following research methods;observation,interview and literature review.First of all,interviews were conducted students in high school.The knowledge points of "genetic and evolution" module with learning disabilities were initially identified,and seven learning obstacles were finally identified through consulting relevant literature and interviews with front-line teachers.In the later teaching activities,through classroom observation and homework complete conditions,this study analyzed the concrete manifestation of students’ learning disabilities,and analyzed the reasons from three aspects;content itself,students and teachers.According to the features and the causes of students with learning disabilities,puts forward some teaching strategies for different types of obstacles;based on the concept of distinguished obstacles,trying to grasp the concept of the relationship between layers;for concept distinguished obstacles,using experimental and biological diagrams give students intuitive experience;according to the reasoning of dyscalculia,guide students to dig for hidden conditions and train students’ability to obtain key information from text,graph and table.In order to test the effectiveness of teaching strategies,the experiment was carried out in two parallel classes in grade two,the control class was taught in the traditional way,the experimental class was according to the strategies of improving teaching.According to the analysis before and after the experiment,the average score and significant analysis were involved in it.The scores of the experimental class is slightly higher,but not significantly.From the scores of subjective analysis questions and objective questions,the experimental class scored higher than control class,teaching strategy is feasible.