Research On The Status Quo Of High School Students' Autonomous Learning In Biology

With the development of science and technology,knowledge has been increasing at an exponential rate.The development of Time and Person requires individuals to learn “how to learn”and life-long learning.School Days is a golden period for learning to autonomous learning and improving the ability of autonomous learning.Secondary education should seize the golden period and develop students' ability of autonomous learning vigorously.And as an indispensable part of secondary education,Biology must follow the pace closely,develop the students' autonomous learning in Biology,and improve the students' comprehensive learning quality.Author conducted a comprehensive survey of the status quo of high school students' autonomous learning in Biology in Ganzhou based on the background.And it combines the teachers and students' interviews and proposes targeted strategies for cultivating the high school students' ability of autonomous learning in Biology in this paper.After consulting a large number of relevant research results of autonomous learning,author defines the concept of autonomous learning in Biology based on the background of Biology.And he compiles Investigation Form for High School Students' Autonomous Learning in Biology based on relevant theoretical foundations.This survey distributed 1850 questionnaires in 7 Key high schools from Ganzhou,and recovered 1581 valid questionnaires.The following conclusions were drawn through statistical analysis of the survey data:(1)The overall level of the high school students' autonomous learning in Biology in Ganzhou is at a good level,but there are big differences among students.On the overall level: A-level>Clevel>B-level;Senior one>Senior two>Senior three;Girls>Boys.(2)A-level students are better than B-level and C-level students in the dimensions of learningstrategies and self-monitoring;B-level students are significantly worse than C-level students in the dimensions of external-motivation,learning-strategies,and learning-effectiveness.The students at the three levels show a consistent trend in the dimension of learning-strategies:students gradually get rid of the learning mode of rote learning in the past,but they are still unable to use various learning strategies flexibly;especially,the learning effect is not very satisfactory in the preview of knowledge.At the same time,teachers pay more attention to cultivating the ability of students' autonomous learning in Biology in classroom teaching,but there are still shortcomings.(3)Students' motivation for autonomous learning in Biology is slowly increasing after entering high school,but due to the external factors such as the pressure of College entrance examination,the motivation for autonomous learning in Senior three has decreased significantly;with the increase of grade,teachers' behavior in guiding autonomous learning has increased year by year.The autonomy of the Biology learning process has been decreasing year by year,and significant changes have taken place after entering the third year of high school.The evaluation of learning results has been significantly reduced year by year,and the level of autonomous learning in biology has decreased year by year,and it has occurred significantly between the second and third grades of high school.(4)Girls perform significantly better than boys on the dimension of learning-motivation,while boys perform significantly better than girls on the dimension of learning-evaluation;there is no significant difference among girls and boys in the dimension of learning process,teacher behavior and overall situation;In each of the 7 surveyed schools,1 teacher and 2 students were randomly selected to conduct teacher interviews and student interviews,and the following conclusions were drawn from the analysis of the interview content: teachers and students have relatively one-sided understanding of autonomous learning,but the teachers all agree that autonomous learning is important.In teaching process,they focus on cultivating students' autonomous learning,and the students prefer classes with strong autonomy;however,students generally have the problem of low motivation for autonomous learning and lack of effective autonomous learning strategies.A comprehensive analysis of the survey results and interview content concludes that the problems in the autonomous learning of Biology for high school students in Ganzhou include:relatively partial understanding of autonomous learning,weak motivation for autonomous learning in Biology,and lack of effective learning strategies in the process of autonomous learning in Biology.Aiming at the problems of autonomous learning in Biology,this article proposes corresponding strategies from four aspects: stimulating learning motivation,enriching learning strategies,strengthening self-monitoring,and changing evaluation methods.