Analysis Of The Core Factors And Effects That Affect The Acquisition Of Biological Science Concepts For Middle School Students

The acquisition of biological science concepts among middle school students is usually affected by factors such as learning motivation and autonomous learning ability.From the perspective of "learning motivation",in the process of studying biology,the lack or incorrectness of learning motivation often leads to obstacles in student learning;From the perspective of " all-round development" and " lifelong learning",the influence and importance of students' autonomous learning ability in the learning process cannot be ignored.Therefore,the purpose of this article is to explore the specific impact of the two core factors of learning motivation and autonomous learning ability of middle school students on the acquisition of biological science concepts,and give relevant suggestions.This study used self-edited "Biology Learning Motivation Scale for Middle School Students" and Professor Pang Weiguo's "Learning Autonomy Scale Test Questions" as tools,and investigated 816 students in the sixth grade of many middle schools in Jiangxi Province.The study investigate the current situation of students' learning motivation and autonomous learning ability,and explore the relationship between middle school students' learning motivation and autonomous learning ability and analyze the influence of middle school students 'biological learning motivation and autonomous learning ability on biological science concepts.The results show that for biology learning:(1)In junior high school,there is no significant relationship between gender and learning motivation;the cognitive drive of class committees is higher than that of non-class committees,and the autonomous learning ability is higher than non-class committees.(2)In high school,girls' cognitive drive is higher than that of boys,and boys' self-improvement drive is higher than that of girls;there are no significant differences between the three driving forces of class committees and non-class committees,and there is also no significant difference in their autonomous learning ability.(3)Students of different grades have different strengths of the three drives and different abilities to utilize various autonomous learning strategies.(4)Middle school students' cognitive internal driving force was significantly positively correlated with autonomous learning ability;self-improvement drive and affiliate drive were significantly negatively correlated with autonomous learning ability.(5)"Learning motivation" indirectly affects the acquisition of biological science concepts by affecting students' "ability to useautonomous learning methods".The degree of indirect influence of learning motivation on academic performance was 0.34.(6)The ability to autonomously use one learning strategy will affect the autonomous utilization of other learning strategies.(7)The ability to independently utilize comprehension strategy and finishing strategy has a relatively large influence on the acquisition of biological science concepts,which are 0.501 and 0.209 respectively;the effect of the ability to use review strategies and general method autonomously on concept acquisition is 0.071 and0.082,respectively,with lower influence than the former.