The Practical Research On How The GROW Model Stimulates The Internal Driving Force And Promotes Junior Middle School Biology Learning

Biology learning in junior middle school is the key to establish students' interest in life science and preliminarily cultivate students' life science literacy.However,the effect of biology learning in junior middle school is generally not ideal.Schools do not pay attention to it,students have no motivation,poor learning state,low efficiency and unsatisfactory performance.Improving the internal driving force of middle school students in biology learning is a necessary condition to improve the current situation of middle school biology learning.Stimulating the internal driving force of students without motivation in biology learning can change students' biology learning from passive to active,and can greatly improve the efficiency of biology learning,so as to improve biology learning performance."GROW(goal reality options will)model" is an effective method to effectively improve the internal driving force,which is expected to play a role in stimulating the internal driving force of students.Based on the pertinence and positive characteristics of the "GROW model",through questionnaires,interviews and other means,understand the current situation of students' biology learning,students' learning objectives,self positioning,action ability,learning willingness and the reasons for students' low motivation in biology learning.In this paper,eight typical students with serious lack of internal motivation in biology learning are selected to design conversation questions one by one to help students sort out themselves,find the correct positioning,establish the goal of biology learning in one semester,formulate and implement the goal scheme according to the scheme.At the same time,we will reach a follow-up and feedback method with students,and take students' academic performance,interest in biology learning and learning attitude as evaluation indicators to statistically analyze the practical effect.According to the research results,the effective rate of practice is 87.5%.Seven of the subjects met their expectations,their grades were significantly improved,their learning attitude was corrected,and their self-confidence in biology learning was significantly improved;One student was lower than the control group and did not significantly improve compared with that before practice.It may be that he did not understand the real situation of the students in the preliminary investigation,the conversation plan did not effectively stimulate the internal drive,or the implementation of the action plan was not enough.On the whole,the application of GROW model to the construction of cases in practice can stimulate the internal driving force of middle school students' learning biology,and significantly improve many indicators such as academic achievement,peacetime performance and self-efficacy evaluation,which can provide reference and practical methods for front-line biology teachers in junior middle school.