General High School Biology Conceptual Modeling In The Context Of New Curriculum Teaching

This study used interviews, questionnaires, comparative studies and other researchmethods, choose where I high2014’s2,7,8,9,11squad for experimental samples,1,3,4,5,11classes as control samples research. Of the steps are: analysis of the status ofteaching biological concepts propose solutions→develop conceptual modelingteaching, summarize studies→teaching conceptual modeling analysis resultsachieved. The study hopes to improve the effectiveness of classroom teaching, teachstudents a learning method, so that teachers in the classroom teaching really implementthe new curriculum.Study is divided into three parts:The first part is reviewed. By " high school biology curriculum standards" and theanalysis of biological concepts teaching situation, explain the reasons for the proposedproject, the study’s significance and innovation for conceptual modeling, conceptualmodeling teaching were defined.The second part is the conceptual modeling of teaching and research. Throughinterviews, questionnaires, etc., on the concept of biological concepts teaching andstudent learning situation for students and teachers to investigate. Through investigationthat students lack the relevant concept learning methods, learning habits are not good,ask the teacher less, get the teacher ’s help, it feels learning difficulties, or evenabandon their studies; while most teachers thought that the concept has been intextbooks was also described in sufficient detail, the teacher’s task is to teach them howto use. By combining relevant information of teaching and research on teaching and thetraditional concept of conceptual modeling to compare teaching, summed up theteaching of the principles and conceptual modeling modeling steps. Through thetextbook study concludes that the concept of learning through physical models,conceptual models and mathematical models. Illustrates the three models in theconceptual teaching, and two kinds of teaching behavior of teachers and students tocompare.The third part is to study the effects and analysis.Through three biological test scores for students to compare multiple jobevaluation and investigation of methods of student learning, teachers’ reflections onteaching and learning and other parties before and after the experiment analysis reveals that the concept of student mastery, achievement, learning self-confidence,self-construction of the conceptual model and other capabilities have achieved goodresults. Teachers in teaching concepts, teaching skills and the smooth development ofthe new curriculum and achieved good results. ConclusionThis study mainly for reflection, reflection inadequacies of the study and futureendeavors.