Current Situation And Transforming Strategies For At-risk Students In High School Biology Class Teaching

The widespread existence of marginal students,a special group,not only hinders the full implementation of the concept of educational equity,but also hinders the overall and healthy development of students' body and mind.Solving the problem of transformation of marginal students is the key to improve the quality of teaching,and it is also the concrete embodiment of the effective implementation of the concept of educational equity,and it is also conducive to the common development and progress of teachers and students.Based on the transformation of marginal students into research subjects,taking 1612 students of grade one in X County senior high school as research samples,this paper adopts the methods of literature research,questionnaire survey,observation and interview,and on the basis of inheriting the existing research results of the academic circles,applies educational scientific theories such as self-worth theory,attribution theory of success or failure,Nottings caring theory to guide the development of practical research activities.Through in-depth classroom observation,design targeted questionnaires and interviews,To understand the current situation of marginalized students in senior high school biology classroom teaching.On this basis,combined with practical needs,put forward a rich theoretical support,operability and targeted transformation strategy.The purpose of this study is to propose targeted solutions,so that students can study in a more humane classroom,improving the quality of teachers' teaching and realize the common development of teachers and students in education and teaching.Strengthen the attention of people from all walks of life,especially teachers,to marginalized students.The research focuses on the following three issues:(1)observing and measuring the status quo of marginal students in biology classroom teaching(taking County high school students as an example).(2)determining and analyzing the types and causes of marginal students in biology classroom teaching.(3)According to the research and analysis of the above problems,the corresponding transformation strategies are given.Specifically,the first chapter introduces the research background,significance and research status,and constructs the theoretical basis of the study.It also briefly explains the research ideas of the article.The second chapter is a detailed presentation of the questionnaire.In the third chapter,based on the analysis and summary of questionnaires,the marginal students are classified three types according to their behavior and causes in biology classroom.They are "learning difficulty type","learning fear type" and "learning weariness type".Each category is divided into two sub-categories,namely,the type of hard learning ineffective,weak foundation;the type of inferiority sensitivity,tension and anxiety;the type of activity,growth distress.There are three main causes behind each category: knowledge base,learning ability and intelligence level;personal character,achievement attribution,learning knowledge;learning interest,learning motivation and value judgment.Chapter IV further proposes specific transformation strategies for the three types of marginal students mentioned above.Transforming the marginal students with learning difficulties mainly starts from the connection of learning methods and knowledge,and improves the teaching methods.Transforming the fringe students who are afraid of learning will use expectation effect to guide them positively,Changing Attribution mode,establishing learning self-confidence,using learning community to help each other,and pull the fringe students back into the classroom.The transformation of learning-weary marginal students starts from the establishment of interesting classes,and then helps marginal students to establish reasonable goals and stimulate potential motivation.Finally,through home-school cooperation,we can optimize the learning environment of marginalized students.