Application Of Cornell's Notes Method In Senior Middle School Biology Teaching

Students usually take study notes during the process of study in the classroom and review after class.Learning notes as a learning strategy has become an important tool for students to learn.The high school biology curriculum is a complex system with a large capacity of knowledge.Using effective note-taking strategies can help students translate the biological knowledge into written records,leaving behind traces of thoughts and promoting the memory and understanding of learning.The traditional note-taking method only pays attention to the process of recording,and ignores the processing of the information consolidation.Therefore,biology teachers need to find an efficient way to take notes,which can help students understand and remember knowledge and improve students' ability of information consolidation.In many teaching researches on notes,it is found that the Cornell note method can achieve the above teaching aims.However,there is currently little of research on teaching practice by applying the Cornell note method in the high school biology course.In this study,a sample survey was conducted to analyze the status of high school biology study notes of learners and identify problems.It has been discovered that high school students can recognize the importance of note-taking in the study of biology and basically develop the habit of taking biological notes.However,the cultivation of note-taking methods for learners was neglected in high school biology teaching.As a result,students' secondary processing capacity for biometric notes is at a lower level.After understanding the problems existing in high school students' bio-notes,this study attempts to optimize the students' bio-notes method by applying the Cornell's note method to conduct teaching practice in high school biology learning.In the course of teaching practice,we continuously improve the operational version of the Cornell note-taking method.Thus,the Cornell notes method is designed to be more suitable for biology courses,which could help learners improve learning efficiency,enhance their learning ability and improve their biological performance.By summarizing the advantages and disadvantages of the note-taking method,the method of Cornell notes in high school biology teaching is improved,which is more conducive to learners' high school biology learning.After the teaching practice,the teaching practice effect is verified by analyzing the data of the biological results of practical objects.In the present study,it has been found that applying the Cornell note method in high school biology teaching can improve students' learning efficiency and their biological performance.Students with poor note-taking skills increasingly improved their performance by using the Cornell note method.However,at the early stage the Cornell note-taking method is time-consuming and requires a certain amount of time to guide the students.