Analysis On The Status Quo Of Biology Reading Of Senior High School Students And Research On Strategies To Improve Their Ability

With the widespread popularity of the Internet and the rapid development of science and technology,information and knowledge in various fields have become within reach.The scientific and efficient extraction and analysis of this knowledge has gradually become one of the basic skills that contemporary students must master,and reading is an important way.As early as the beginning of the 20th century,the European Union began to implement the International Student Abilities Assessment Program(PISA),which regarded the reading literacy of young people as one of the country's core competitiveness in the future.For high school students,it is urgent to cultivate and improve reading ability.The college entrance examination that every high school student must face also puts forward higher requirements on students' reading comprehension ability.Due to the different nature and characteristics of the subjects,the improvement of high school students' reading comprehension ability cannot rely solely on Chinese subjects.In addition,according to the survey,the biology reading ability of high school students needs to be improved.Therefore,in biology classrooms,teachers must pay attention to cultivating and improving the biology reading ability of high school students.This research first defines the concept of reading ability and biological reading ability,and expounds the characteristics of biological reading.By investigating the current biology reading status of high school students,combined with in-depth interviews with frontline teachers,this paper proposes three reading strategies for textbook reading,exercise reading and extracurricular reading.The textbook reading strategies include: pre-class reading strategies,text main line reading strategies,graphic information matching strategies,and mind map reflection strategies;exercise reading strategies include: self-analysis of weak question types,exercise reading topic training;extracurricular reading strategies include: Closely follow the teaching progress in class,select extracurricular reading materials,change reading concepts,and realize diversified reading.Each strategy is explained with specific lesson examples.On the basis of understanding the status quo of basic reading and proposing corresponding reading strategies,a one-semester educational experiment was carried out,with four parallel classes as experimental subjects,two of which were experimental classes and two were controlled classes.The experimental results showed The biology reading strategy proposed in this study is effective.By implementing biology reading ability improvement strategies to optimize biology classroom teaching,it can promote students to improve their biology reading ability and cognitive level,and ultimately promote students to improve their biology course performance.The improvement of biology reading ability is difficult to achieve overnight,and the improvement of reading status also requires the joint efforts of students,teachers and parents.The most important significance of this research lies in the recognition of reading teaching concepts by teachers and students and the practice of reading teaching.The biology reading strategies proposed in this article are for reference only.In actual reading teaching activities,first-line teachers and students can be based on their actual situation.Flexible adjustment.