A Survey Of Students' Note-taking Behavior In Biology Classroom Of Junior Middle School And Its Influencing Factors

In the 2011 edition of "Compulsory Education Biology Curriculum Standard",it is proposed that more emphasis should be placed on students' active learning,and students are expected to actively obtain information and have a deeper understanding of knowledge.The basic concept of the curriculum mentions guiding" students to actively participate in" and " actively think" and cultivating "students' ability to collect and process scientific information"and "communication and cooperation ability".At present,middle school students have rich ways to acquire knowledge,and pay less attention to notes,thus reducing their ability to collect and process information.However,class notes can promote students to actively participate in learning and exercise their ability to collect and process information.Meanwhile,taking notes is helpful to understand the key knowledge in class and accumulate knowledge of biology.Class notes are also helpful to consolidate review after class and before examination.At present,there are few reports about junior high school students' note-taking behavior in biology class,which needs to be explored in this field.This research mainly adopts the methods of questionnaire and interview.The samples are from the students of the first and second grade of four middle schools in Shaanxi Province,802 students are investigated by using the " Questionnaire on Characteristics of Junior High School Biology Classroom Notes and Analysis of Using Strategies",and 20 students are randomly selected and interviewed according to the interview outline.The average value of each component among different types of middle school students,students of different grades,students of different genders,and students of different biological academic levels was analyzed by SPSS22 software,and the correlation test and regression analysis were carried out between the subjects' academic performance and the factors of note-taking behavior.The results showed that the proportion of subjects who did not take notes in biology class was about 9.220%,the proportion of males who did not take notes in biology class was about 13.351%,and the proportion of females who did not take notes in biology class was about 4.7340%.The proportion of students who choose not to take notes in class is not much different between the first and second grade students,9.391%and 9.003%respectively.Compared with four different types of schools,rural middle schools have the largest proportion of students who do not take notes in biology class,about 15.385%.Among them,the proportion of students who are hard to concentrate,have extremely poor time allocation and have serious anxiety is close to or more than one fifth of the tested students.The difference between ordinary/rural middle school students and provincial/municipal demonstration middle school students is very significant(P<0.01)in four factors:biology class note information processing factor,time management factor,self-test factor and attention factor.provincial/municipal demonstration middle school students are obviously better than ordinary/rural middle school students.The students of grade 1 and grade 2 in the biology class have very significant differences in examination factors and self-test factors(P<0.01),and the students of grade 1 perform better.Male and female students have significant differences in attitude motivation factors,note-taking assistance methods and self-help factors of note-taking strategy in biology class(P<0.01),and female students are significantly better than male students.After Pearson correlation test between academic performance and note-taking behavior factors,it is concluded that students' classroom notes are significantly related to their academic level in information processing factors,self-test factors,self-help factors,attitude motivation factors,note-taking assistance methods,examination factors,attention factors and time management factors(P<0.01),while anxiety factors,key selection factors and self-help factors are not significantly related to their academic level.At the same time,according to the regression analysis between academic performance and note-taking behavior factors,it can be seen that students' attitude motivation factors,information processing factors and examination factors are important factors related to students' academic level.The preliminary conclusion of this study is that most students still choose to take notes in biology class,the number of female students taking notes in class is more than that of male students,and female students are obviously better than male students in attitude motivation factors,note-taking assistance methods and self-help factors in biology class note-taking strategies.The number of students taking notes in grade two is increasing compared with that in grade one,but grade one is better than grade two in terms of examination factors and self-test factors.Compared with ordinary/rural middle school students,provincial/municipal demonstration middle school students perform better in information processing,time management,self-test and attention factors of biology class notes.Students in rural schools pay less attention to taking notes in biology class.The proportion of students approaching or exceeding one fifth is difficult to concentrate,time allocation is extremely inadequate,and anxiety is serious.Attitude motivation factor,information processing factor and examination pressure factor in students' classroom note-taking strategy are important factors related to students' academic level.