A Sampling Survey Of The Explicit Behavior Of High School Students In Biology Classroom Learning And Analysis Of Its Influencing Factors

The new curriculum reform has brought about changes in educational concepts and learning methods,emphasized the subjectivity of students' learning,and put forward the idea that educational and teaching activities should be based on students.This indicates that the focus of teaching activities should shift from focusing on teachers to students.In addition,under the influence of American Pragmatism Pedagogy,effective teaching has also become a hot issue in the field of education and teaching research in recent years.In order to achieve the desired results in teaching activities,a detailed study of teaching behavior in teaching activities is required.As a component of teaching behavior,students' learning behavior is obviously of great research significance.During the research,the author took 396 students from six high schools in Tianjin Province as the research object and conducted a questionnaire survey.Through descriptive statistical analysis of the survey data,the author summarizes the characteristics of high school students' explicit behavior in studying biology,and points out the areas that need to be optimized and improved.For example,High school students performed well in verbal and auditory behaviors in biological classrooms,with the mean of all dimensions exceeding the median of 3.However,there are significant differences in the performance of high school students in various dimensions of operational behavior in the biology classroom.Through independent sample T test,one-way analysis of variance,correlation analysis and regression analysis on the sample data,the author explores the relevant factors that affect the performance of explicit behavior of high school students in biology.This study concludes that high school students perform well in speech and listening behaviors in biological classrooms and have low levels of irrelevant learning behaviors.However,high school students lack active learning behaviors and need to improve their practical skills.The learning behavior of high school students in the biological classroom will be affected by their own factors,teacher factors,family factors,and environmental factors.Within a certain range,high school students themselves have higher learning expectations,stronger self-efficacy,and stronger internal learning motivations.Due to the differences in teachers' gender characteristics,the level of explicit learning behavior of students taught by male teachers is higher than that of female teachers.As teachers get older,their teaching experience becomes more abundant,and the level of students' explicit learning behaviors is relatively higher.In addition,teachers have the teaching principle of "taking students as the main body" and give students cognitive,ability,and emotional support,which is helpful to the improvement of students' learning behavior.Autonomous upbringing and warm-hearted upbringing can promote some of the explicit behaviors of high school students.The positive classroom atmosphere andthe close proximity to teachers can inhibit students 'irrelevant learning behaviors in biological classrooms,and promote high school students' explicit learning behaviors.Curriculum schedules and students have a significant impact on most of the explicit behaviors in the biology classroom.Based on the analysis of the current situation of high school students learning explicit behaviors in biology,and exploring the relevant factors affecting the study of explicit behaviors,the author puts forward some suggestions for students,biology teachers,student parents,and schools based on relevant theoretical and practical experience Suggestions and countermeasures to optimize students' explicit learning behavior in the biology classroom.