Research On The Cultivation Of Biological Reading Ability Of Junior High School Minority Students In Xinjiang

Biology reading ability refers to the ability of students to acquire biological knowledge from textbooks,journals and the Internet,and use it to solve biological questions.The cultivation of students’ biological reading ability is not a passive process of understanding,but a process of intellectual development that students think after reading the information on textbooks,periodicals and the Internet,and constantly conclude,so as to understand its biological meaning.Due to the differences of language and cultural,the problem of poor biological reading ability among ethnic minority students in Xinjiang has not been solved for a long time,which seriously restricts the interest of minority students in learning biological knowledge and affects the development of education in these areas.In order to explore the reasons for the poor reading ability in biology of ethnic minority students in Xinjiang,and to find suitable programs for training students’ reading ability in biology,the following studies are carried out in this paper:(1)Questionnaire survey: Taking ethnic minority students from Zhejiang Middle School in Hotan City,Xinjiang as the survey object,the questionnaire titled "The Status Quo of Reading in Biology Teaching in Junior High Schools and Biological Reading Ability" was completed anonymously(see Appendix 1 for the questionnaire),the author wants to understand what causes the insufficient reading ability in biology of ethnic minority students,make a targeted teaching plan and lay a foundation for improving it.(2)The literature research: A large number of literature materials related to biology reading and minority reading were collected from CNKI,Wanfang,Weipu and other databases,the author collected and studied books related to scientific research and reading teaching from the library,the author collated and summarized these materials,and determined the research framework,and lay a theoretical foundation for this study.(3)Communication: Through interviews with eight biology teachers in our school,we learned about their views and understanding on strengthening the reading ability in biology of ethnic minority students,as well as their teaching methods(see Appendix 3for details),and jointly develop a teaching plan to improve the reading ability in biology of ethnic minority students.(4)Educational experiment: Two classes of students with similar learning levels and a similar proportion of ethnic minority students were selected as the experimental group and the control group.In addition to being required to use Chinese language in daily life,students in the experimental group should also be able to collect extracurricular reading materials related to the classroom,and carry out targeted training activities closely around teaching materials to read biological materials;The students in the control group followed the original traditional method of biological learning.Finally,the final exam scores of students in the experimental group and the control group were statistically analyzed.Results:(1)Through the questionnaire survey,31.19% students did not pay enough attention to the role of reading teaching in biology class,56.53% minority students did not have a good habit of reading biology.32.08 % students showed poor reading in biology and they read without purpose;(2)Interviews with teachers found that teachers did not pay enough attention to the understanding of biological reading.75% of teachers occasionally read articles related to biology.(3)The experimental teaching comparison showed that there was no significant difference between the experimental class and the control class before the experiment(P=0.866>0.05).After one semester of experiment,the average score of the experimental class increased from the original average of 34.036 points to 43.527 points(P=0.001<0.05).The above results show that the reading ability of ethnic minority students in Hotan,Xinjiang is lower than that of students in other areas.Besides the poor ability of Chinese,the reasons also include that teachers and students do not pay enough attention to the role of reading training in biology,students do not have good habits of biological reading,and read without goals.To sum up,cultivating biological reading ability is very important for improving biology learning performance.If Xinjiang ethnic minority students want to improve their biological reading ability,they should not only attach importance to using Chinese language in daily life,but also attach importance to collecting reading materials related to the class and participating in targeted reading activities around the content of biological textbooks.