Practical Research On Improving Senion High School Students’ Biological Reading Ability By Using Reading Strategies

With the development of science and the explosive growth of big data in the information age,the times put forward new requirements for the reading ability of the new generation of young people.The Chinese College Entrance Examination Evaluation System takes reading comprehension ability as a key ability to be tested.The Biology Curriculum Standard for Senior High Schools(2017 Edition,2020 Revision)requires students to continuously deepen their biological knowledge,expand scientific thinking and further improve their core biological literacy through reading in different forms and ways.Therefore,whether it is the requirements of the development of the times,the development of biology,or the needs of students’ development,students are required to master a certain biological reading ability.The main purpose of this study is to study the reading strategies for biological reading,determine the teaching methods of biological reading strategies,and explore the impact of biological reading strategy teaching on students’ biological reading ability.Using the method of questionnaire survey,this study analyzes the basic situation and existing problems of senior high school students’ biological reading at this stage from three dimensions: reading interest,reading habits and reading needs,and determines the necessity of theoretical and practical research on biological reading strategies.Using the method of literature research,this paper determines the reading strategies for biological reading,which are mainly divided into metacognitive reading strategies and reading comprehension strategies.Metacognitive reading strategies include reading planning strategies and reading monitoring and regulation strategies,which are mainly used for reading continuous texts.Reading comprehension strategies include the connection,the speculation,the questioning,the identifying priorities,the question solving and the comprehensive strategy,which are mainly used for reading discontinuous texts.Using the educational experimental research method,two parallel classes of senior one in JC middle school in Shanxi Province were selected as the experimental objects.The conventional teaching was carried out in the control class,and the teaching of "conventional teaching + biological reading strategy training" was carried out in the experimental class,and the quasi-experimental research for one semester was carried out.Seven teaching cases were designed in the experimental process,including six teaching cases of reading comprehension strategies and one teaching cases of metacognitive reading strategies.We collect students’ five reading record cards and one sound thinking recording.After the experiment,based on the biological reading ability evaluation scale of senior high school students,the Self-Evaluation Questionnaire of Students’ Biological Reading Ability and the Reading Ability Test Questions Based on Biological Content are designed to reflect the impact of biological reading strategy teaching on students’ biological reading ability.The first is to cultivate students’ interest in biology reading,which is mainly based on the actual needs of biology reading teaching.There are insufficient reading strategies to stimulate students’ interest in biology reading.Second,in order to avoid aggravating the academic burden of senior high school students,metacognitive reading strategies can be used for the preview of biology textbooks,in which reading planning strategies are used to predict the reading time,reading order and the choice of reading strategies.Reading monitoring and adjustment strategies are used to monitor and adjust the reading process.Students can monitor and adjust the reading process in combination with reading record cards.Third,reading comprehension strategies can be used to read discontinuous texts.The connection strategy is mainly used to connect the existing cognition and deepen the perceptual cognition of the reading content.The speculation strategy can help students infer relevant biological principles according to certain facts.The questioning strategy can guide students to deepen their understanding of the reading text.The identifying key reading strategy to help students carry out biological reading efficiently.The reading methods of biology related coordinate map,process map and table are added to the question solving strategy to help students solve the obstacles in the reading process.The comprehensive strategy help students comprehensively review the reading content and form an overall understanding of the reading content.Fourth,biology reading strategy teaching can effectively improve students’ biology metacognitive reading ability,reading comprehension ability and students’ biology academic achievement,but it has no significant impact on students’ biology reading interest.Fifth,students with high biological reading ability are good at using a variety of reading strategies to carry out biological reading,and can organically combine a variety of reading strategies to read.Students’ biological reading record card and sound thinking can well show students’ biological reading process,but it also needs to consider the influence of students’ tension,language expression and other factors.In short,this study suggests that students should actively learn biological reading strategies and improve their biological reading ability from the two levels of metacognition and cognition;It is suggested that teachers should pay attention to students’ actual learning situation,cultivate students’ reading interest and strategy awareness.Teachers should pay attention to the explicit teaching method of biological reading strategies.At the same time,teachers should be proficient in biological reading strategies.It is suggested to pay attention to the comprehensive evaluation of students’ reading ability in the study of biological reading strategies.