Research On The Correlation Between Biology Class Notes And Academic Performance Of Senior High School Students

After the implementation of the "double reduction policy",taking class notes as an important learning method is particularly important for the improvement of students' academic performance.This paper constructs the inclusion class notes of cognitive and note the quality index of two class biology classroom evaluation index system,including notes cognitive attitude values,time management,attention,choice of auxiliary way,test ability,notes,self-test,self-directed,self-help,information processing ten secondary indexes;Note quality indexes include completeness,uniqueness,tidiness,selectivity and format.On the basis of literature review and expert consultation,this study developed a five-grade cognitive questionnaire for biology classroom notes and a four-grade evaluation standard for notes quality.This study takes a senior high school student in Hefei as the research object,and obtains the student's biology mid-term examination result as the biology academic achievement;A total of 334 valid questionnaires were obtained to measure students' cognition level of note-taking.The students' biology class notes were collected and the quality level of the notes was graded.A total of 95 biology class notes were obtained.The results show that there is a significant correlation between students' biology notetaking level and their academic performance,and the correlation coefficient is 0.871.Among the two first-level indicators of note-taking evaluation,the impact of note-taking cognition on academic performance is stronger than that of note-taking quality.According to the analysis of ten secondary indicators of students' cognition of classroom notes,it is found that there is no significant correlation between the four secondary indicators,attitude and values,note-taking assistance,test preparation ability and selfhelp,and students' biological academic achievement.The other six secondary indicators of note-taking cognition have the following effects on biological performance: attention,self-guidance,information processing,self-testing,time management,and selection of key points.By analyzing the five secondary indicators of the quality of students' biology notes,it is found that there is no significant correlation between the two secondary indicators of the quality of students' biology notes and students' biology academic achievement.The three quality indexes of classroom notes have an effect on biological achievement in descending order: completeness,regularity and selectivity.The overall analysis shows that among all the secondary indicators of the level of biology class notes,the importance is in descending order: attention,integrity,selfguidance,information processing,self-testing,time management,orderliness,selectivity and selection of key points.Therefore,special attention should be paid to strengthening the guidance on students' attention,integrity,self-guidance and information processing to record classroom notes,so as to help students improve their academic performance in biology.