High School Biology Teaching Design And Practice Research Based On The Improvement Of Autonomous Learning Ability

Education in the new era not only focuses on knowledge,but also ability,including the ability of autonomous learning.The achievement of autonomous learning ability is not only the growth of students in school,but also the development after entering the society.The research on autonomous learning at home and abroad can be traced back to ancient Greece and the pre Qin period.At the beginning,scholars at home and abroad devoted themselves to the relevant theories of autonomous learning.With the development of the times and the reform of education,the theoretical research on autonomous learning gradually tends to practical research.At present,the domestic research on autonomous learning mainly focuses on the status quo research and teaching mode research,but the research on how to reflect the concept of autonomous learning in biology teaching design is relatively scarce.Therefore,the combination of "autonomous learning ability" and "instructional design" has a certain significance.First of all,this study consulted the relevant literature on autonomous learning,autonomous learning ability and instructional design,summarized the research status of autonomous learning at home and abroad and the composition of autonomous learning ability,clarified the theoretical basis related to autonomous learning,defined the core concepts,and provided theoretical support for practical research.Then,on the basis of the requirements of the curriculum standards,in order to improve the students' autonomous learning ability as the teaching goal,the PEP senior high school biology compulsory one "molecules and cells" textbook content is divided into interest cultivation type,knowledge discovery type,experimental exploration type and problem discussion type.Based on Professor Pang Weiguo's "Learning Autonomy Scale for primary and secondary school students",a questionnaire on students' biological autonomous learning ability was developed for senior one students.Through questionnaire survey on students and teacher interview,the current situation of biological autonomous learning ability of senior one students in a middle school in Shihezi was explored,The results show that senior one students' autonomous learning ability needs to be improved,and there is a big gap between them.According to the results of the survey,the reasons are analyzed,and the corresponding teaching strategies are designed.Finally,the biology teaching design based on improving students' autonomous learning ability is designed.Finally,a teaching practice was carried out in a senior high school in Shihezi,and two classes,senior one(4)and senior one(8),with no statistically significant differences in class size,gender ratio,autonomous learning ability and biological academic performance,were selected as the experimental objects.Among them,senior one(4)is the experimental class,which adopts the senior high school biology teaching design based on improving students' autonomous learning ability,while senior one(8)is the control class,which adopts the conventional senior high school biology teaching design.The experimental results show that the biology instructional design based on improving students' autonomous learning ability can significantly and comprehensively improve students' autonomous learning ability,while the conventional high school biology instructional design can not significantly improve students' autonomous learning ability,and even reduce students' autonomous learning ability in some dimensions,such as content selection,organization strategy and self summary;And after the teaching practice,the experimental class students' biology academic performance is significantly higher than that of the control class.According to the experimental results,the following suggestions are put forward: firstly,teachers should reduce the gap between students' autonomous learning ability from the aspects of consolidating students' basic knowledge,designing effective teaching materials,and ensuring each student's opportunity to speak;Students need to reflect on their own shortcomings,summarize learning methods and enrich knowledge reserves to increase their self-learning ability.In addition,teachers should change their teaching concepts,be diligent in theoretical research,reflect on teaching results and adjust teaching ideas,so as to enrich teaching methods and strategies.Finally,schools should try their best to reduce examinations other than final examination and mid-term examination,so as to ensure the teaching time of teachers and reduce the examination pressure of teachers and students.