Research On The Causes And Teaching Strategies Of High School Biology

With the deepening of reform,China's cultural cultivation and attention to a new level.Biology is one of the most important examination subjects in high school,but also of great significance for students to understand the state of life and objects and to answer the mysteries of nature.Biological easy-to-mistake problem is the key part for students to solve in the study of biology.This paper conducts a questionnaire survey on biology easy-to-mistake problem among senior high school students of different grades in Shanghai,so that teaching staff can timely understand students' inner thoughts and attitude towards biology easy-to-mistake problem.At the same time,improving the correct rate of doing the problem and reducing the number of biology easy-to-mistake problem can enable students to do so.Improve the efficiency of learning,firmly grasp biological knowledge points,and constantly improve the enthusiasm and enthusiasm of high school students for biological learning.Therefore,the author chooses senior high school students of different grades in Science in Shanghai as the research object,and studies and investigates the factors affecting the correctness of high school students' biology error-prone questions.This study is to enrich and explore the causes of high school students' biology problems,so that high school teachers can focus on improving students' learning efficiency,adjust teaching methods and teaching strategies,and constantly improve the effectiveness of students' learning.The main research methods used in the writing process are qualitative interview,literature review,questionnaire survey and other research methods.Based on the investigation and analysis of high school students in different grades of Science in Sanzhong,this paper puts forward some countermeasures and suggestions on optimization methods,with a view to providing some reference for improving the efficiency of high school students' biological learning through the writing of this paper.The results of this study are as follows: habits,thinking and memory of knowledge concepts are all related factors affecting the correct rate of high school students' biology mistake-prone questions;teachers can standardize students' learning habits,create a good classroom learning atmosphere,and strengthen students' grasp of basic knowledge.Based on this,the suggestions for improvement in this article conclusion and include: The main reasons for high school students' easy-to-mistake questions in biology study are examination,concept and thinking,etc.In view of the reasons for high school students' easy-to-mistake questions,the author takes students of different grades in Shanghai high school science as the research object,and conducts a separate interview with teaching staff to summarize and analyze the present situation of high school students' easy-to-mistake questions;designs and puts forward corresponding adjustments.Questionnaires and interviews are the basic problems.Through empirical research,it is found that there is still much room to improve the teaching strategies of educators.The paper puts forward some countermeasures and suggestions for improving the working strategies of educators is attach importance to the study of the basic knowledge of biology in high school,teachers should pay attention to the teaching of concepts,let students pay more attention to textbooks,and further consolidate the foundation.In addition,students should strengthen their memory of relevant content,constantly Consolidate basic knowledge;teachers should further strengthen the training of students' ability to examine questions,and constantly cultivate students' ability to interpret text and charts;at the same time,attention should also be paid to the cultivation of thinking quality,and activate students' thinking through various methods;finally,teachers should also pay attention to Develop students' study habits,standardize students' writing,language,and problem-solving ideas,and strengthen students' management of wrong questions.