High School Biology Model Construction Teaching Status And Implementation Strategy Research

As the biological basis of the six disciplines of natural science, and for a long time, in order to facilitate the understanding of some of the biological facts, scientists have constructed out of many biological model. There are well-known model of the double helix structure of DNA and so on. As a tool, the model gives a visual image and a deep impression to people. However, in the actual teaching, for various reasons, model construction did not show its superiority. In this paper, the author surveys the relevant data, summarize PEP involves various models of high school biology textbooks and give relevant policies on model construction, in order to be better applied to their high school biology teaching raised recommendations.In this paper, the author uses literature, investigation methods materials analysis methods and case analytic method, icluding the following six parts:In the first part, the author gives the research background and status of domestic and foreign.The second part is an overview. Through the relevant literature, the author defines the concept model, model construction and biological models. At the same time, the author proposes a classification of biological models and propose the principle model construction, and also conducted a theory-based research.The third part is an analysis of the textbooks. As we all know, PEP biological compulsory module involves a lot of biological models and model construction activities. The author summarizes them systematically.The fourth part is about the bioavailability of the model school for teaching the Investigation and analysis of results. The author come to model building application status in high school biology teaching. The main problems are:Despite the lack of student understanding of biological models, most of them hope to participate in model construction activities;Teachers lack understanding of biological model systems in the textbooks; They must coordinate the relationship between teaching and time schedule.The fifth part is the implementation strategy of high school biology teaching model construction. Strategies include three aspects, including case analysis. Teachers strategies include understanding the biological model and penetrating the consciousness of model;analyzing biological models and training model approach; evaluating and reflecting biological models. Students strategies include analysis the prototype in specific situations; prepare to construct; inspect and improve the model; evaluate the model.The sixth part is conclusions and reflection. The author compiled and summarized the previous studies and drawn the conclusions. At the same time, The author reflects on the problems the study found: In high school biology teaching,Teachers should carefully designed model construction activities; We should pay attention to distinguish between models and prototypes; We should focus on teaching more methods; And see the limitations of the teaching model construction.