An Analysis Of The Causes And Strategies Of Students' Learning Burnout In Biology Teaching In Senior High School

Learning burnout refers to the phenomenon that students' mood is low,their behavior is improper and their sense of achievement is low because of their schoolwork tasks and personal psychological problems in the process of learning.Most of the domestic and foreign scholars' research on the causes of learning burnout focuses on the psychological level,less combined with the specific disciplines of students' learning.Through the questionnaire survey and teacher interview on the phenomenon of biological learning burnout of senior high school students,this study understands the basic situation of learning burnout among senior high school students,and finds out the causes of students' learning burnout.According to the reasons,the corresponding solutions are put forward.Based on the relevant strategies,the case design and practice are carried out in order to provide scientific theoretical support for improving the efficiency of biology classroom teaching and improving the phenomenon of learning burnout of senior high school students through this study.This study is based on constructivism theory,humanistic learning theory,Maslow's demand hierarchy theory and achievement motivation theory,and on the basis of the investigation of real teaching phenomena.Through the methods of literature,questionnaire,interview,case study and observation,this paper studies the present situation and existing problems of students' learning burnout in biology teaching in senior high school.Through the statistical analysis of the survey results,it is found that the main reasons for students' learning burnout in biology teaching in senior high school are: the lack of biological experimental equipment in the school and the unreasonable arrangement of the curriculum,so that the students' personality can not be better developed,and the learning atmosphere in the class is not strong.The prominent position of teachers in the classroom leads to the lack of students' initiative in learning;the indifferent relationship between teachers and students,which affects students' attitude towards biology;the many changes of teachers or the deficiency of their own professional accomplishment,So that teachers and students can not establish a good relationship between giving and receiving;students' learning attitude is not correct,learning methods are improper,so that their learning efficiency is low,self-efficacy is low;some of the contents of the textbook are missing or obsolete,and the expression is too simplified.So that the utilization rate of students is low.In view of the existing problems,this paper puts forward the corresponding strategies: the school should reasonably weigh the class hours of each subject,add experimental courses,so that the biological content can be displayed more fully,sufficient teachers should be provided,and teachers' professional quality should be improved.It lays the foundation for good teaching,reasonably deals with the relationship between teachers and students,creates a good learning environment,actively guides students' understanding of biology,guides students' correct attribution,and solves students' doubts,which is difficult to enhance students' sense of efficacy.Appropriate increase or decrease of teaching materials to enrich the connotation of teaching materials.Finally,combined with the proposed strategies,the author based on the teaching practice of biology teachers,in view of the poor performance caused by learning burnout,the author carried out behavioral intervention for three students.Based on the analysis of the causes of learning burnout in biology teaching and the corresponding strategies,this paper hopes to arouse the attention of senior high school biology teachers to students' biology learning status and provide reference or guidance for biology teachers' better professional development.More importantly,it can help to improve this phenomenon and improve students' fun in learning biology.