Research On Cultivating Senior High School Students' Autonomous Learning Ability Of Biology With "Three-stage" Mind Map

The information society is in urgent need of independent innovation talents,requiring members to carry out independent learning."Biology Curriculum Standard for Ordinary Senior High Schools(2017 Edition)" proposes that organizing active learning characterized by exploration is the key to implementing the core literacy of biology,and re-emphasizes the importance of independent learning.It is urgent for biology teachers to think and explore how to be people-oriented and effectively improve the independent learning ability of students in teaching.Based on constructivist learning theory,meaningful learning theory,humanistic learning theory and other educational teaching theories,the study on the application of "three-stage" mind map to cultivate the independent learning ability of senior high school students in biology was carried out through literature analysis and experimental research and other research methods,aiming at the cultivation of independent learning ability: 1.The feasibility and principles of guiding students to construct "three-stage" mind map in senior high school biology teaching were studied and analyzed.2.The biology teaching mode that guides students to draw a "three-stage" mind map independently was constructed,namely students previewed in a directional way before class according to the teaching difficulties,core literacy goals and other learning materials displayed by teachers,and completed the "first-stage" mind map;teachers gave targeted lectures according to the deficiencies exposed by students in preview,guided students to supplement and revise,and completed the "second paragraph" mind map;finally,through comments of teachers,communication and cooperation of students,the "third paragraph" mind map was further improved and completed.3.The experimental research on high school biology teaching was carried out based on the constructed teaching mode,and the experimental effect was evaluated based on the "Senior High School Biology Independent Learning Ability Questionnaire",self-compiled interview outline on the biology independent learning ability of senior high school students,and biology examination results of students.The three-month teaching experiment showed that this model can effectively cultivate the independent learning ability of students in biology.Students in the five dimensions such as learning content autonomy,time management,learning strategies,learning process monitoring and regulation and evaluation and reinforcement of learning results have been significantly improved,but the role in the control of learning environment is not obvious.It is hoped that the mode and specific measures of applying the "three-stage" mind map constructed by this research in biology teaching in senior high schools can provide reference for improving students' autonomous learning ability in front-line teaching.