Case Study On The Current Situation Of Growing Mindset In Biology Learning Of Senior Two Students

American professor Dweck believes that people's mindset mode can be divided into growth mindset and fixed mindset.People with growth mindset are willing to accept challenges and actively improve and develop their intelligence;compared with fixed mindset,they are more likely to succeed in the future.This study focuses on the differences of students' growth mindset level,collects and sorts out the relevant research at home and abroad,and discusses the connotation,influencing factors and positive significance of growth mindset for promoting students' learning and development.By using the method of questionnaire survey,this paper makes statistics on the growth mindset level of the students in the four classes of grade two in the first middle school of Deqing.(1)The level of growth mindset in biology learning of senior two students is in the middle level;(2)The four dimensions of growth mindset in biology learning of senior two students are in the middle level;(3)Students who elective biology and compulsory biology have less difference in the level of growth mindset;(4)The growth mindset level of boys and girls in biology learning had no significant difference.Then the growth mindset of three groups of high,middle and low-level students was investigated and analyzed.The analysis mainly focuses on the comparison between parents and teachers,and explores the reasons for the differences of growth mindset level through interviews.The results show that there are several reasons for the differences(1)students' subjective willingness to learn biology.(2)Teachers' attitude towards students and their attention to students.(3)The way parents raise their children.In view of the above reasons,this paper puts forward some targeted suggestions to improve students' growth mindset level,as follows:(1)from the perspective of parents: cultivate children's growth mindset in a warm and rational way of education;put forward reasonable expectations for children;respect children's hobbies and specialties.(2)From the teacher's point of view: to build a differentiated and responsive biological classroom;to establish a biological learning concept of growth mindset;to treat students equally.(3)From the school's point of view: to create a campus culture of growth mindset;to establish a team of teachers with growth mindset;to actively create some suitable biological learning environment for students.