Difficulties Analysis And Strategy Research Of Life Science Learning In High School

Under the background of the reform of the national college entrance examination in Shanghai,the system of Shanghai's college entrance examination was formally implemented in 2017.The original "3+1" model became "3+3" model.Data shows that the number of students taking life sciences subjects has an obvious upward trend,but in the follow-up study,many students' biological knowledge,methods and abilities can not match the new curriculum.According to the requirements of curriculum standard,they will choose to escape when they meet a little resistance in the learning process.As a result,their interest in learning is crushed and their learning effect is worried.So how to deal with the learning obstacles that students encounter in learning,analysis of learning difficulties and their causes is particularly important.It can not only guide students to overcome learning obstacles,but also help students to analyze and solve problems independently,and also can effectively cultivate students' life science literacy.Through questionnaires and interviews,this paper tries to understand the learning difficulties and the causes of the difficulties in life sciences in senior high schools,so as to provide reference for the teaching of life sciences in senior high schools.On the basis of literature review,this paper defines learning difficulties and teaching strategies,and summarizes the characteristics of life science learning difficulties for senior high school students.Based on three compulsory textbooks of Life Science of senior high school in Shanghai Science Edition,the corresponding teaching reference books and the Biology Curriculum Standards of senior high school in 2017,this paper analyses and evaluates Shanghai Volume by referring to the questions of College Entrance Examination in 2014 and 2015(Science)Middle school students scored less than 50% of the knowledge points,listing all the knowledge points of life science in high school,and compiling questionnaires for students and teachers to judge the difficulties of knowledge points.In this paper,the students' choices of 100 knowledge points of life science in senior high school are arranged statistically,and the top 18 learning difficulties that students think are obtained with 50% as the boundary.By classifying the 18 difficulties according to the unit,we can find that students' learning difficulties mainly concentrate on the forth,seventh and eighth units.Through the independent sample test by SPSS,we can conclude whether there are significant differences in the recognition of learning difficulties between boys and girls,and in the determination ofknowledge points of learning difficulties between teachers and students.The survey results show that there are significant differences between male and female students on individual knowledge points,and the difficulties that students think are not completely consistent with those teachers think.Based on the in-depth analysis of the causes of learning difficulties,there are the following reasons leading to learning difficulties:(1)insufficient preparation for relevant learning: lack of necessary knowledge;lack of necessary experience;lack of necessary abilities;(2)poor presentation of new knowledge learning content: lack of necessary gradient;lack of intuitive support;lack of process experience;(3)inappropriate teaching management by teachers: inappropriate teaching design When teaching evaluation is too single;Based on the above reasons,strategic research has been carried out:(1)accurate analysis of learning conditions;(2)in-place preparation for learning;(3)the presentation of easy learning;(4)appropriate learning gradient;(5)cooperative inquiry process;(6)sufficient time and space to conquer;(7)appropriate teaching evaluations.