An Investigation Of Using High School Biology Exercise Books To Promote Students’ Independent Learning

With the continuous progress of social science,especially in the current network information era,people have more diversified ways to obtain information,and the personal abilities required for social development are more comprehensive,and individuals should have a full sense of autonomy such as independent thinking,independent discrimination,and independent choice.Self-directed learning has always been a hot topic of discussion and research in the education field,and the main purpose is to cultivate students’ abilities of selfmonitoring,self-management and self-evaluation,so that they can fully possess and exert their self-awareness.However,in actual teaching activities,it is still difficult for teachers to combine the self-directed learning teaching model with actual teaching.Therefore,this study selects a concrete supplementary learning material,exercise books,as an entry point to analyze the effect of different ways of using learning materials on the development of independent ability by users and to summarize the current situation of teaching and learning,hoping to provide inspiration and suggestions for teachers and students to use teaching materials for teaching and learning independent learning.Based on a review of relevant literature,this paper analyzes the characteristics of exercise books used in Guang’an district by using literature analysis and survey methods,selecting two high school classes in Guang’an Middle School and Guang’an No.2 Middle School,and conducting a survey on students’ independent learning ability and subjective feelings of learning using a self-administered questionnaire,based on student-centered theory,self-efficacy theory,independent learning theory,and constructivist theory.Real data feedback was obtained without interfering with the actual teaching situation.Statistical analysis was conducted using Spss25.0and Microsoft Excle software.The findings of this paper:(1)The high school biology exercise books in Guang’an District covered the settings of learning motivation,learning strategies,learning plans and other contents related to the development of independent learning ability,and the use of this learning material was associated with the development of independent ability,which laid the foundation and premise of this study.(2)There was a significant difference between students’ independent learning ability and biology achievement(P<0.05).(3)The independent learning ability of biology and biology achievement were positively correlated(R=0.485,P < 0.05).By comparing and analyzing the mean scores of the two biology tests in the four classes,it was found that the class with the highest independent learning ability score had a 2.39% increase in the mean score of the second biology test compared to last year,while the other three classes had a decrease of 0.42%,0.61%,and 1.35%,respectively.(4)The four biology teachers differed in their methods of using the exercise books.By investigating the biology teachers through a self-constructed interview outline,and by combining the corresponding students’ independent learning performance,we found that there was a correlation between different methods of using the exercise books and the level of students’ independent learning ability.This paper concludes that supplementary materials that are conducive to the development of students’ independent learning ability should have the following characteristics:(1)be highly relevant and have clear ideation.That is,they contain clear learning objectives and learning requirements,and rich functional categories.(2)Contains strategy guidance.The design is rich in cognitive strategies,such as the content requirements for independent cooperative learning,and implicitly includes examples of learning methods.(3)Have self-assessment content.The independent use content of the learning materials should also have self-assessment exercises or discussions so that students can self-assess and monitor themselves.The following behavioral suggestions are summarized regarding the teacher-guided student independent learning process:(1)Grasp the degree of freedom of independent learning.Amplify the degree of freedom of learning for groups of students who are more autonomous and reduce the degree of freedom of learning for groups of students who are less autonomous.(2)Clarify learning requirements and goals.The teacher clearly prompts students to use independent learning materials and learning goals,which helps students to improve their autonomy in the dimension of learning plan.(3)Giving students more ownership.Giving students more opportunities to show their independent learning results improves their self-efficacy.