Investigation On The Impact Of High School Biology Difficulties On The Selection Of Biological Subjects In Tianjin Urban Area And Coping Strategies

With the renewal of educational ideas,the new college entrance examination reform has established the college entrance examination subject selection system,leaving students with more choices to find suitable for their own development.It is also an effective way to deliver diversified talents to the society.On the basis of paying attention to whether students achieve the basic objectives of biology course,the author focuses on whether students passively give up biology because of the difficulty of biological knowledge,and then makes statistics and cause analysis on the difficulties of biological knowledge.The purpose is to help students make a more rational judgment on biological subject selection by breaking through biological difficulties,provide them with a more scientific subject selection space,and reduce the impact of biological difficulties on students’ biological subject selection.This study conducted a questionnaire survey on eight middle schools（school A,school B,school C,school D,school E,school F,school G and school H）at four levels in Tianjin.Firstly,we learned about the achievement of biology curriculum objectives of nearly 600 students in grade two of senior high school who abandoned biology in eight schools.The research shows that the self-assessment of students who abandoned biology in schools in Tianjin basically achieved the goal of biology curriculum and basically had the core literacy of biology.Then investigate the main reasons why students do not choose biology as the subject of the college entrance examination.The results showed that 76.2% of the students thought that the reason for not choosing biology included "difficult biological knowledge",and there was no difference between gender and the level of their school;students with intermediate or lower academic performance are more likely to choose biology because of the difficulty of biological knowledge.From the influence of subject selection time on it,it is inferred that students may encounter great difficulties in the study of molecules and cells,so they decided to give up biology at the end of the first semester of senior high school.Then,through a detailed survey of 344 students who think knowledge is difficult and counting the top ten contents that students generally think are difficult,it is found that the higher the school level is,the more students can judge based on their own actual situation,so the difference between students is greater;Some differences in the recognition of the top ten difficulties in schools at different levels are also based on the level and characteristics of students.The first ten sections that students think are the most difficult are: the principle and application of cell respiration,meiosis,the principle and application of photosynthesis,the energy "currency" ATP of cells,cell proliferation,chromosome variation,sex related inheritance,gene mutation and gene recombination,Mendel’s pea hybridization experiment（II）and DNA replication.The main reasons why it becomes difficult are:（1）it is difficult to remember knowledge,（2）it is difficult to understand knowledge,（3）it is difficult to apply knowledge,（4）it is difficult to integrate interdisciplinary knowledge,（5）it is difficult to connect knowledge,（6）there are great differences between knowledge and test questions.Aiming at the difficulties and their causes,this paper puts forward targeted teaching strategies:（1）implement the basic knowledge and promote conscious memorization,（2）resolve the abstract content and use it with the help of intuitive understanding,（3）improve the transfer ability and clever and flexible application,（4）enhance the integration consciousness and build discipline connection,（5）cultivate comprehensive cognition and build knowledge connection,（6）excavate the core of content,Defuse variants flexibly.By combining teaching strategies with difficulties to complete the design of teaching case fragments,it is expected to provide reference for teachers to guide students to break through difficulties,so as to reduce the phenomenon that students are forced to abandon biology because of the difficulty of biological knowledge,and provide more possibilities for students to choose biology subjects.