Research On Guidance And Countermeasure Of High School Biological Law

The 21 st century is facing a "learning revolution".Learning to learn is a basic quality necessary for modern people.Teaching students to learn how to learn has become a common trend in the world of education reform.In 2016,the overall framework of core literacy was introduced.This education index with Chinese characteristics is the starting point of education reform and the destination.One of the six core elements of "learning to learn" makes it clear that students must not only learn from the sea and learn to learn unlimited knowledge in practice,it is more important to learn ability to benefit for life.With the deepening of the new round of curriculum reform,the research on "learning" is becoming more and more profound,and the guidance of learning methods must become a key step in the reform of teacher teaching.Learning method guidance is a long-term,systematic,and orderly project.It requires teachers to grasp every aspect of learning method guidance,guide students to obtain effective learning methods,and apply them flexibly in their learning life,in order to truly realize learning and lifelong learning.However,there are few teachers who can always implement the guidance of learning methods to the whole teaching process,and the theory and practice are seriously disconnected.This study first summarized the development history and research results of biological law-guided research at home and abroad by reading a lot of literature,clarified the research purpose and significance of biological law-guided research,and proposed the ideas and methods of this study.Using literature research methods and theoretical research methods,the concepts and classifications of pedagogical guidance and biological pedagogy are described in detail,and the concepts related to pedagogicalguidance are discriminated and analyzed.The psychological development law and the characteristics of the middle school biology department are the theoretical basis for the study of the guidance of learning methods.Secondly,the questionnaire survey method,interview method and statistical analysis method were used to preliminary analyze the problems and difficulties of the high school students' biological learning method and the first-line teacher's learning method guidance.Guidance methods,and guidance content in four aspects,proposed a systematic and detailed strategy to guide learning.Finally,the case analysis method was used in the educational practice to explain the teachers' guidance on learning the law in detail.Taking the Baoji City Petroleum Middle School's high school(9)class as the implementation target of the biological law guidance countermeasures,the semester's learning method was followed,and using SPSS statistical software to analyze the results of the implementation,the results show that: P value of 0.038 is less than 0.05,the post-test scores of grade one(9)are significantly higher than those of grade one(10).The following conclusions can be drawn from the research in this article:(1)High school students are lack of awareness of summarizing learning methods,lack of good learning habits,lack of systematic grammar training,experimental inquiry,and poor practical ability;Teachers have the problems of low enthusiasm guidance,scattered and disorderly guidance,poor theoretical foundation,and disconnection between theory and practice.(2)In biology teaching,teachers should have a comprehensive and systematic understanding of the guiding ideology,guiding principles,guiding methods,and content of the guidance of learning methods,implement the guidance of learning methods throughout the student's biological learning process,and formulate a scientific and comprehensive training plan.Feedback and supervision at all times make the learning method guidance more systematic,targeted and effective.(3)Through the use of scientific learning methods,students' academic performance,learning efficiency,classroom response,inquiry cooperation,and practical problem solving have been greatly improved.It is hoped that through this study,on the one hand,it can supplement thetheory of learning law,on the other hand,it can provide reference and reference for biology teachers in the frontline of education.