Investigation On The Current Situation Of High School Biology Review Course Teaching And Research On Its Countermeasures

In the newly revised high school biology curriculum standards in 2020,it clearly puts forward the requirements to cultivate students' core discipline literacy,and gradually form the necessary character and key abilities to meet their personal lifelong development and social development needs.Researchers for the current high school review class repetition and flux exercises coverage of inefficient operation and student ability training,through the high school biology review class teaching status survey to find related problems,explore the reasonable optimization of teaching countermeasures,for a line of high school biology teachers to provide valuable teaching references.On the basis of summarizing the previous literature,the researchers conducted a preliminary analysis on the study status and self-efficacy of the current senior three students in our city through questionnaire survey and teacher interview.Samples from three different types of schools in Tianjin(city key,area key and ordinary school)high school students and related biology teachers,issuing students questionnaire and teachers conducted a semi-structured interview,using software for statistical analysis of relevant data,using independent sample t-test,one-way analysis of variance,and correlation analysis.The survey results show that the teaching of high school biology review class involved in this institute mostly adopts the review method of knowledge series and a large number of brush questions.At present,the overall level of learning status in review is acceptable(average 4.035),but the level of learning status of students is obviously different between different schools.Among them,the city key and area key school students in biological review class learning objectives,habits,methods,process,attitude,evaluation dimensions and the overall level there is no significant difference(P> 0.05),but the school students and ordinary school students between the significant difference(P <0.01),the key school students in the review class learning level is generally better than ordinary school students.Overall comparison of different academic levels in the biological review of learning levels(P <0.05),in the process dimension there is no significant difference between outstanding students and secondary students(P> 0.05),but with low academic level(P<0.05),indicating that low academic level students can not adapt to the learning process of review class.However,there was no significant difference between different genders(male and female)students(P> 0.05).Further analysis of the results found that the above differences mainly result from the different academic level and teaching forms of school students at different levels.The review class of ordinary schools adopts the way of knowledge string and test coverage.In view of the ordinary school students are generally low academic level,and their own learning ability is poor,lack of good learning habits and correct learning methods,most students can not adapt to this enhanced memory review course.The academic level of students in key schools is generally higher than that of ordinary schools.In addition to the knowledge system explanation,the review course teaching of key schools also adopts some learning methods and students' independent learning.Therefore,the learning status and overall level of students in review courses in key schools is obviously better than that of ordinary school students.Through the relevant analysis shows that the different academic level of high school students review class learning status is closely related to the self-efficacy(P <0.01),low academic level students' self-efficacy is obviously lower than other levels of students,shows that most of the students with low academic level do not adapt to the current biological review course.And biology teachers after further interview found: the current high school biology teachers generally attention to review class,and lack of review activities,teachers don't pay attention to mobilize students learning autonomy and initiative,lack of guidance to students' learning methods and learning habits,especially with young teachers the problem is most prominent,the review class teaching often make students feel boring,students' classroom participation gradually decreased.The preliminary conclusion of this study is that the teaching form of high school biology review course in our city is relatively single,and there is a general lack of diversified,efficient and oriented teaching strategies for developing students' ability.The teaching method of biology review class in municipal key schools is slightly better than that in ordinary schools,and students can basically adapt to the current review teaching,but there are still a considerable number of students think that review courses still need to strengthen the guidance of problem solving methods and increase the time of independent learning.However,for ordinary school students with low academic level,their personal future development is not optimistic,which leads to weak learning goals,relatively low self-efficacy of learning,and do not adapt to this kind of intensive memory review course.Therefore,ordinary schools need to strengthen the guidance of students' learning methods and the cultivation of good learning habits.In addition,it is urgent for high school biology teachers to improve the biology teachers to attach importance to the teaching,cultivate students' learning ability,and strengthen the teaching and research activities in class.