A Study Of Student Participation In High School Biology Teaching

Student participation is the involvement of students in their behavior,cognition and emotion in the process of learning activities.As the subject status of students is gradually recognized,student participation has become an important index to evaluate the teaching process.Students' behavioral participation can be observed in the daily classroom teaching process,but participation is the overall participation in various aspects,and how students' participation will affect the learning results is still a question with no unified answer.Therefore,it is necessary to study the relationship between students' participation in biology teaching and their learning results.On the basis of literature analysis and integration,this study established a questionnaire suitable for biology classroom teaching in senior high school based on the author's previous classroom observation and the experience of communicating with students during the internship,in order to investigate the current situation of biology classroom participation among senior high school students.Analyzing gender and school differences in student participation;To analyze the relationship between student participation and school examination results;This paper analyzes whether the different participation of students leads to the different cognitive results by using the tool of the biological cognitive outcome test in senior two.In addition,when analyzing the relationship between student participation and school examination results,the author observed four parallel classes of students at different levels and conducted interviews with them to verify the results of the questionnaire.Through research,the following conclusions are drawn:(1)Students in grade two of high school have good participation status in biology classroom teaching,but there is also unbalanced participation.Students' emotional participation status is the best,their cognitive participation status needs to be improved,and their behavioral participation level is in between.(2)On the difference analysis,this paper draws the following conclusions: in terms of the gender of students,boys use the deep participation strategy significantly higher than girls,and other variables have no significant gender difference.The results of the analysis of the differences between schools showed that the time participation of students in the higher schools was significantly higher than that in the weaker schools,and the dependence of students in the higher schools on teachers and classmates was significantly lower than that in the weaker schools.(3)Various variables of students' participation have different correlations with school exam results.On the whole,there is a positive correlation between students' behavioral and emotional participation and their test scores.By analyzing the nine variables in three dimensions,it is found that students' concentration and study in biology class have positive correlation with their exam scores.The deep level strategy variables in cognitive participation are positively correlated with achievement,while the dependent strategy variables are negatively correlated with achievement.In order to verify the validity of the results,the author selected three students at different levels from two classes at different levels to conduct four parallel classes of classroom observation and interview,and the results of classroom observation were roughly the same as the data analysis results of the questionnaire.(4)The nine variables that students participated in had different correlations with the cognitive results at four levels.Students' attentional behavior participation in class,time participation after class,students' use of in-depth learning strategies,and the achievement variables experienced in learning biology all showed positive correlation with the cognitive results of memory level.There is a positive correlation between the students' input time and the use of deep learning methods after class and the cognitive results of understanding level.In the process of learning biology,students' sense of achievement and their love of biology are significantly correlated with their cognitive results of application level.The cognitive results of students' creativity level were positively correlated with their sense of achievement,but negatively correlated with the use of dependency strategy.The above research results show that students at different levels of schools have significant differences in using dependency strategies,and students' different participation in different variables will result in different learning outcomes.Students' behavioral participation alone cannot promote the development of students' cognitive level at all levels.The development of students' cognitive level is also inseparable from deep cognitive participation and positive emotional experience.In view of the above analysis,four teaching Suggestions are put forward :(1)Improve students' participation in a certain aspect according to different requirements of learning results;(2)Guide students to use various in-depth learning strategies to promote the development of students' high-level cognition;(3)Create a democratic and equal classroom atmosphere;(4)Schools with relatively weak foundations should take certain measures to enhance students' awareness of independent learning.