双减背景下初中生生物学习自主性的现状研究——以S中学为例

Research on the Present Situation of Junior High School Students’ Autonomy in Biology Learning under the Background of Double Reduction—A Case Study of S Middle School

摘要: 2021年，国家教育部出台《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》(以下简称“双减”)，该意见提出要“全面压减作业总量和时长，减轻学生过重作业负担”。为深入落实“双减”政策，众多学校开展以“减负增质”为目标的课程改革。而在初中阶段，生物学科与其它学科相比，存在感较为薄弱，且生物学科的学习需要学生具备一定的理性思维、独立思考等能力。因此，初中学生的生物学习自主性在“双减”背景下的学生课堂及课外学习过程中显得尤为重要。学习自主性是学生在学习过程中表现的，集合情义自主性、认知自主性和行为自主性的一种综合素养。本文章以S中学初一、初二学生为研究对象，在学习自主性的这三个维度下设置若干题目以形成调查问卷，经过问卷试测、信效度分析、问卷修改、正式问卷的发放与收集、数据分析等，得出了针对S中学学生生物学习自主性现状研究的结论：S中学学生生物学习自主性自测结果良好；学生所处年级可能对学生学习自主性产生影响；情义自主性、认知自主性和行为自主性均能在一定程度上反应出学生的学习自主性。基于此结论，提出相关教学建议，以发展学生的生物学习自主性。

Abstract: In 2021, the Ministry of Education of China issued the “Opinions on Further Reducing Students’ Homework Burden and Off-campus Training Burden in Compulsory Education” (hereinafter re-ferred to as “Double Reduction”), which proposed to “comprehensively reduce the total amount and duration of homework to reduce students’ excessive homework burden”. In order to thoroughly im-plement the “double reduction” policy, many schools carry out curriculum reform with the goal of “reducing burden and improving quality”. Compared with other subjects, biology has a weak sense of existence in junior middle school, and students need to have the ability of rational thinking and independent thinking. Therefore, junior high school students’ autonomy in biology learning is particularly important in classroom and extracurricular learning under the background of “double reduction”. Learning autonomy is a comprehensive accomplishment of students’ affection autonomy, cognitive autonomy and behavior autonomy in learning. This paper takes the students of Grade One and Grade Two of S Middle School as the research object, sets up several questions under these three dimensions of learning autonomy to form a questionnaire, tests the reliability and validity of questionnaires, modifies the formal questionnaires, distributes and collects data, etc., and draws the conclusion of the research on the present situation of students’ biology learning autonomy in S Middle School: the self-test results of students’ biology learning autonomy in S Middle School are good; students’ grade may have an impact on students’ learning autonomy; affection autonomy, cognitive autonomy and behavior autonomy can reflect students’ learning autonomy to a certain extent. Based on this conclusion, this paper puts forward relevant teaching suggestions to promote students’ autonomy in biology learning.