The Cause And Transformation Of Biology Learning Difficulties In Junior Middle School Students

Quality Education is aimed at all students and aims at improving the quality of the people.Biology plays a crucial role in the overall development of students in the compulsory education,but there are still a large number of students who have difficulty in learning biology.Therefore,the transformation of biology students with learning difficulties in junior high school is an important research topic under the guidance of liberal education.This article takes the attribution theory as the guiding ideology,applies the psychological theory to the biology teaching practice.On the basis of the investigation of the cause of formation,the author designs a systematic attributional training scheme and carries out a group intervention experiment on the students with learning disabilities.In the research on attribution theory guiding subject teaching at home and abroad,there are few applied researches on the combination of attribution theory and biology teaching in junior high school,and even fewer empirical researches can be made on the concrete teaching cases of biology in junior high school.Therefore,the author thinks that the research on the transformation of students with learning disabilities from the perspective of attribution theory can not only provide concrete suggestions for biology teaching,but also be one of the effective strategies to solve the problem of students with learning disabilities.This article uses questionnaires,scales,quizzes,action research and other methods to conduct research on the causes and transformation of junior high school biology students in a middle school in Changsha.The main conclusions are: 1.According to the survey results,focus on the six reasons for the poor students in junior high school biology at the student level: lack of interest in biology learning,lack of internal motivation in biology learning,weak biological learning foundation,and learning methods.Improper habits,unreasonable academic attribution methods,and increasing negative emotions;2.Attribution training can effectively promote positive changes in the attribution methods of students with academic difficulties.The attribution methods of the two groups of students with academic difficulties are in mood,ability,and effort.There are significant differences in the four aspects of luck and luck,and the internal attribution tendency of students with learning difficulties in the experimental group has increased;3.Attribution training can effectively promote positive changes in the expectation of the students with learning difficulties,and the students in the experimental group are more willing to be the next time 4.After attribution training,the emotional responses of the two groups of students with learning difficulties are significantly different.When experiencing success,the experimental group students with learning difficulties have a significantly increased sense of pride and surprise,and a significant increase in guilt and frustration when they fail5.The experimental results show that it is feasible to transform junior high school biology students with difficulty through attribution training.The biology academic performance of the experimental group students has been improved to a certain extent,and the learning situation has also undergone a positive change.