Research On The Current Situation Of Biology Classroom Notes Of Junior High School Students And Research On Guidance Strategies

The Biology Curriculum Standards for Compulsory Education(2022 Edition)emphasizes that biology education should give full play to the value of discipline education,be people-oriented,and focus on students’ needs to adapt to future social development and personal life."Learning to learn" requires students to be able to study independently,be able to form good study habits,and be able to master learning styles that are suitable for themselves;And according to their actual situation,they can choose and adjust their own learning strategies and methods.After the implementation of the "double reduction policy",higher requirements have been put forward for students’ independent learning ability.Class notes are one of the most common and convenient learning strategies for students,but most junior high school students do not receive systematic guidance on how to write good class notes,and there is a lack of effective methods.Therefore,this paper investigates the current situation of biology classroom notes of junior high school students through literature research method,questionnaire survey method,text analysis method and interview method,and conducts practical research on guidance strategies,which can not only help junior high school students develop good classroom note learning habits,but also provide certain reference and reference for front-line junior high school biology teachers to guide students in classroom note guidance in teaching.The results showed that:(1)the overall biology class notes of junior high school students were at the upper middle level,and the level of classroom notes of different students was quite different;(2)Biology teachers generally have a positive attitude towards the role played by class notes,believing that it is necessary for students to take class notes;(3)Students’ problems in treating class note content,class note format,class note skills and strategies need to be solved;(4)The level of classroom notes of post-test students was significantly higher than that of the pre-test,indicating that the biology classroom note guidance strategy proposed in this paper was effective;(5)After the implementation of the guidance strategy,students had a positive evaluation of the class notes and the proposed class note guidance strategy,and the class notes were improved compared with before;(6)After the implementation of the guidance strategy,students overcame some difficulties in class notes.However,some students still have confusion that needs to be solved and need further guidance and help from teachers.This study mainly puts forward suggestions on three aspects of classroom notes,namely note-taking,note-taking and note-taking review,aiming to provide a valuable reference for teachers on how to effectively guide middle school students to take notes in biology classes.By shedding light on this topic,this study hopes to inform the study of biology classroom notes for junior high school students and provide reference for educators seeking to improve teaching methods.