Investigation On The Biology Learning Status And Teaching Strategy For Students Of Grade One In Senior High School

Knowledge upgrades one's life.As far as the present situation of Chinese society,it is still an important way to study and take the college entrance examination for the universities to select talents,the nation to train talents,as well as the way that most people to change their fate.Or we can say,for the ordinary people,studying and taking the college entrance examination is the shortcut to change their fate so college-entrance scores seem to be particularly important.When students enter senior high school from junior high school,the curriculum,the thinking mode and the perception of the matter s need to change step by step.Therefore,the learning stage of Grade One is the key period of entire senior high school.Biology is an important learning course for students in senior high school,which has a significant impact on whether students can successfully complete their senior high school studies and get great scores in the college entrance examination.Therefore,it is necessary to explore the current situation of Biology learning and coping strategies of students of Grade One in order to arouse their learning interest in Biology and improve the quality of Biology teaching.This article aims on the questionnaire survey and the personal interview to new students of Grade One in our school.The questionnaire mainly includes three aspects: Biology subject knowledge,Biology subject learning method,Biology teacher's personal charm.The content of personal interview is to investigate the interest,learning state and learning methods of students of Grade One in Biology.The results of questionnaires and personal interviews show that the students of Grade One in our school have the following problems in the study of Biology:(1)they think that they are not adapted to the study of Biology in senior high school;(2)they think that Biology in senior high school has too many contents and abstract concepts which are difficult to understand and also the examinations are difficult;(3)they think the teacher is teaching too fast;(4)the learning attitude of some students who want to study liberal arts in the future who have already been determined to the comprehensive subjects of science is to study perfunctorily;(5)some students have a strong interest in Biology,and like to study it;(6)it is not a good way of teaching students by the traditional teaching method.On the basis of the questionnaire and personal interview,this paper focuses on the research of teaching and learning strategies from two aspects: the teaching methods of Biology teachers and the Cultivation of students' study habits.According to the learning characteristics of students of Grade One,the following strategies should be adopted in teaching:(1)Adjust the teaching hours and contents of Grade One.(2)Pay attention to the gradual infiltration of Biology subject accomplishment.(3)Design diverse teaching methods.(4)Develop the habit of autonomous learning.(5)Build a harmonious teacher-student relationship.Three strategies are used to guide students' learning methods:(1)the construction of a concept map of knowledge;(2)the sharing of top students' learning methods;(3)the cultivation of necessary learning habits.To test the effect of teaching strategies in the study,the control group used the traditional teaching method,meanwhile the experimental group combined the group discussion,student activities,student lectures,problem-based teaching,and so on.Through contrast experiment teaching,the teaching research is carried out with six teaching cases,such as "The Material Bearer of Life Activity: PROTEIN","Construction of Three-dimensional Structure Model of EUKARYOTIC Cell","ORGANELLE: Division and Cooperation in the System","NUCLEUS: The Control Center of the System",experiment extension and construction of the concept map.The control group used the traditional teaching method,meanwhile the experimental group combined the group discussion,student activities,student lectures,problem-based teaching,and so on.Through the feedback of students' participation,activity achievements,homework and examination results,the performance of the experimental group was better than that of the control group.In the case of "Construction of Three-dimensional Structure Model of EUKARYOTIC Cell" and the experiment expanding teaching,the experimental group showed strong practical ability and team cooperation ability,and the students' learning interest was obviously higher than that of the control group.In the case of group discussion and demonstration teaching,the experimental group's students' performance desire was obviously stronger than that of the control group's class.And there is a significant difference between the classes of experimental group and the control group in the mid-term examination.That leads to the following conclusion:1.The Biology content of senior one is very different from that of junior high school.Students need adaptation,especially the first half of the first semester of Grade One.Adjust the teaching content and teaching hours.2.The subject core accomplishment is the embodiment of the subject ability and the examination core of the college entrance examination.Therefore,the teaching process of Grade One gradually permeates the concept and thinking of the subject.3.Grasp students' interest of the subject with diversified teaching design.4.Concept-map teaching can effectively help students to sort out and remember related Biology knowledge.5.Teach students effective learning methods and habits to help students achieve a sense of achievement.The results of this study will be of great significance and guide the new course teaching of Grade One in senior high school.Compared with the teaching process,more attention should be paid to the cultivation of students' ability in the progress.The model teaching and innovative teaching can catch the interest of students.However,due to the inadequacy of the survey design and the lack of experience in teachi ng practice,there are still some deficiencies in this study.In the future teaching practice,the author will continue to strengthen research and exploration,in order to find suitable ways and methods for the students of Grade one in senior high school and make a great breakthrough in Biology teaching.