Study On The Causes And Countermeasures Of Learning Burnout In Biology Of Senior High School Students

Biology learning burnout is a negative learning phenomenon in the process of students learning biology,which will not only hinder biological learning of students,but also affect students' physical and mental health in serious cases.Studying the issue of biology learning burnout of senior high school students is not only helpful to improve the sense of learning significance of students,but also enables students to devote themselves to biology learning with a positive and healthy attitude,which is of great significance to promote the effective development of biology teaching activities in senior high school.Thus,in the study,literature research method,questionnaire survey method and non-standardized interview as well as quantitative and qualitative research methods are used to investigate and analyze biology learning burnout status and cause of students of model high school students in Huaibei city,in order to arouse the attention of schools and first-line biology teachers to the issue of biological learning burnout of students.Meanwhile,the countermeasures for preventing or reducing biology learning burnout are put forward to solve the problem of student biological learning burnout and promote the effective development of biology teaching activities in high school.The current survey results showed that biology learning burnout of students in Huaibei city demonstration high school is generally at a moderate to mild level,with an average score of 2.72 points,and the highest average score in the dimension of low learning efficiency is 2.91 points(the questionnaire adopts a five-point scale).Meanwhile,there are significant differences(p < 0.01)between students' biology burnout degree and biology grade and course direction of students.Among them,the difference in biological performance is as follow: upstream(above 80 points)<middle(80-60 points)< downstream(below 60points);the difference in the direction of subject selection is as follow: liberal arts students > science students.The results of the cause analysis showed that the factors that affect learning burnout of students are mainly student factors,teacher factors,biological subjectfactors and school factors.Among them,the student factors mainly include: there are learning mistakes such as single learning goals and motivation and learning by rote among students,and they fail to reasonably internalize,transfer,and apply biological knowledge,also lack biological learning strategies and face greater learning pressure.The main factors of teachers are as follows: single teaching method,lack of novelty and lack of learning activities for students result to the sense of participation of students is low in class as well as emotional support of teachers is difficult to understand.The main factors of the biology discipline are as follows: the knowledge of the biology discipline is much too complex and the characteristics of sciences in biology are often overlooked,which easily leads to students' rote learning mistakes.The main school factors are: the irrational allocation of class hours between theoretical and experimental lessons,which leads to the separation of biology teaching theory from practice,and teaching evaluation focuses on student performance and ignores the needs of students' own development.Based on the causes of students' biological learning burnout,the following countermeasures were proposed: teaching content should be expected to design reasonable to realize the teaching-oriented transformation of teaching material content,unit teaching should be carried out as a whole based on important concepts to avoid fragmented knowledge point teaching,design real situations to promote the internalization,transfer and application of knowledge,reasonably design student activities to help students overcome learning difficulties,follow the rule of combining indirect experience with direct experience to improve biological experiment teaching,change students' learning mistakes to form correct thinking modes,teach learning strategies to improve learning efficiency,help students understand emotional support to ease their learning pressure,infiltrate the content of career planning to establish growth needs,and establish diversified teaching evaluation methods to pay attention to the comprehensive development of students.