Investigation Of Cognitive Strategy Level Of High School Students And Exploration Of Classroom Training Under The Background Of New Biology Curriculum Standard

China’s basic education reform is developing in depth,and one of its important concepts is to guide students to learn how to study.The 2017 edition of the new high school curriculum standards also proposes to make classroom teaching effective in allowing students to master the basic knowledge of the subject and integrate,transfer,and deepen existing knowledge in a relatively short period of time.Research in educational psychology shows that cognitive strategies have a crucial role in students’ learning process,which can help students learn how to study and improve their learning efficiency in general.This study intends to investigate and analyze students’ cognitive strategy levels and their influencing factors,explore the effects of cognitive strategy training on enhancing academic performance and self-efficacy through further classroom implementation,and improve the efficiency of high school biology classroom teaching,as well as provide valuable teaching cases for high school front-line teachers’ teaching.The sample consisted of 532 students from different high schools in Tianjin.Firstly,we analyzed the current situation of high school students’ cognitive strategy level for subject knowledge and its influencing factors through questionnaires and data statistics.The training method based on the cognitive strategies of students in high school biology classroom was further designed with reference to relevant teaching theories and implemented in two high school classes of Baihua Shiyan Middle School in Tianjin,and pre and post-tests were conducted to explore the effects of the training on the improvement of students’ cognitive strategies,academic performance and self-efficacy.At the same time,we designed our own cognitive strategy test according to the content of high school biology curriculum as a supplemental analysis method of cognitive strategies,and the research methods included independent sample t-test,one-way ANOVA and correlation analysis.The study found that the cognitive strategy level of most high school students in our city is generally average,especially with little relevant application.From the analysis results of its influencing factors,students from different levels of schools have significant differences in selection of information strategy,deep processing storage strategy,retrieval application strategy,and overall cognitive strategy(p<0.05),except for information coding strategy,and students from key high schools are significantly better than those from ordinary high schools;Students of different genders have different levels of cognitive strategies,and there are significant differences in selection of information strategy,information coding strategy,retrieval application strategy,and overall cognitive strategy(p<0.05),except for deep processing storage strategy,and male students are higher than female students;There is only a significant difference in deep processing storage strategy between high school freshmen and seniors(p<0.05),and there is no difference in other dimensions and overall cognitive strategies among all grades(p>0.05);Teachers’ gender and age have no significant differences in students’ overall cognitive strategy level and dimensions(p > 0.05);significant differences in cognitive strategy exist among students with different grades,self-expectations,and selfefficacy(p<0.05),and students’ academic level,self-expectations,and self-efficacy are positively and significantly correlated with cognitive strategy level(r>0.00).From the effect of classroom cognitive strategy training,there are significant differences in each dimension between the control group and the experimental group(p<0.05),and the experimental group is significantly better than the control group,indicating that cognitive strategy training for students in the classroom is not only feasible but also effective,and it helps to improve the experimental group’s cognitive strategy level,academic performance,and self-efficacy.Preliminary conclusions indicate that students’ cognitive strategy levels differ significantly between different schools,genders,and academic performance.Cognitive strategies are also influenced by factors such as students’ self-expectations and self-efficacy,but are unrelated to students’ grade levels,teachers’ gender,and teachers’ age.Teachers should pay attention to these factors when carrying out such training.Overall,conducting cognitive strategy training for students in high school biology classrooms is effective.It not only helps to improve the efficiency of classroom teaching but also effectively improves biology grades and enhances students’ confidence in learning.