| Since the 13 th Five-Year Plan period,brain science has been written into the outline of the five-year plan for the first time.The national "13th Five-Year Plan" lists brain science and brainlike research as "2030 major projects of scientific and technological innovation".People's memory ability is an important part of brain potential,and it is a forward-looking and strategic research direction of our country.Memory ability is the foundation of consolidating knowledge and the guarantee of knowledge accumulation.According to the cognitive law of psychology,training the memory of the brain is the development of the potential of the brain.Future education will pay more attention to exploring the laws of brain science,and make the teaching process fit with the laws of scientific operation of brain.Effectively guiding students to memorize knowledge scientifically is an important way to improve the quality of biology teaching.The new round of basic education curriculum reform emphasizes changing students' habit of rote learning and mechanical learning,teaching students efficient learning methods and cultivating students' lifelong learning ability.Therefore,while advocating efficient biology classroom teaching,teachers should also pay attention to the feasibility of students' learning methods.The knowledge points of biology in senior high school are complicated and fragmentary,and there are more knowledge to remember.Many high school students report that high school biology knowledge has a large memory and is difficult to remember.Therefore,the research on the memory method of biology knowledge in senior high school has certain practical significance.This study attempts to explore the effectiveness and feasibility of the application of efficient memory method in biology teaching in senior high schools,and provide practical basis for the design and application of memory strategies in biology teaching in senior high schools.The research methods of this study include questionnaire survey and experimental teaching method.Experimental class a and control class b are set up for experimental teaching.experimental class a carries out infiltration teaching of efficient memory method,while control class b adopts general teaching mode.Questionnaire survey was used to understand students' subjective attitude level and changes before and after the test;Through the comparison of monthly test scores,this paper analyzes the teaching effect of efficient memory method in biology class.The data show that there is no obvious difference between the pre-test scores of Class A and Class B(P>0.05).After experimental teaching,the scores of Class A are obviously improved,and there are obvious differences between Class A and Class B(P < 0.05).The results of the questionnaire survey show that the subjective attitude of class B to the knowledge,emotion and behavior of memorizing method remains basically unchanged,while class A has greatly improved its subject interest and subjective attitude to the knowledge,emotion and behavior of memorizing method.From the results,it can be seen that the application of efficient memory method is helpful to improve the academic performance of senior high school students.Memory method has obvious effect on improving students' memory ability.According to my many years' experience in memory strategy operation and the results of investigation and analysis,aiming at some problems in the teaching process,the author puts forward six memory strategies to effectively promote the memory of biology knowledge in senior high school,namely,understanding memory,mind map,concept map,table method,associative memory method and formula method.It also provides some effective suggestions for senior high school teachers to organize biology classroom teaching and break through the difficulties of biology knowledge memory.It can provide reference for senior high school biology teachers' teaching and senior high school students' effective improvement of biology achievements. |
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