Research On The Application Of Conceptual Models In The Teaching Of Core Concepts Of High School Biology

The core concept of biology is the basic structure of the biology course.Teaching around core concepts can help students grasp the essence of this subject,which not only reflects the basic idea of the General Senior High School Biology Curriculum Standard(2017 Edition),but also is the effective way for students to learn biology well.A conceptual model is a thinking model that can reveal the essential characteristics of the concept and the rank relationship between concepts.Therefore,constructing a conceptual model can help students construct a knowledge framework,and it can also cultivate students' scientific thinking and improving core literacy at the same time.This article conducts a research on the specific strategies that are used to apply conceptual models to the teaching of core concepts of high school biology,exploring the role of conceptual models in helping students construct the knowledge framework of core concepts and cultivating scientific thinking.Firstly,the literature review method is used to sort out the research status of"conceptual model" and "core concept teaching" at home and abroad.The "conceptual model" and "core concept" are defined and the relevant theoretical basis are combed through by looking up relevant literature and materials,Then the questionnaire and interview method are used to investigate the teachers and students of the school where the researcher gets an internship,and the actual situation and the existing problems of the core concept teaching of high school biology are known.After investigation and research,it is found that:(1)Some teachers lack recognition of "core concept";(2)Teachers' awareness of "concept teaching" is not strong;(3)Students do not attach importance to core concept learning;(4)Students lack scientific and reasonable learning methods of biological concepts.Afterwards,based on the previous research results,the instruction design models of applying the construction strategies of conceptual model to the core concept teaching of high school biology are concluded and put forward,and teaching plans are designed to conduct the relevant empirical research.The students of two classes,who are in their sophomore year of the high school where the researcher gets an internship are taken as the research object.The reference class is taught regularly and the experimental class are taught around the conceptual model constructed by the core concept of biology.The chapter 5 of the Biology compulsory one The Energy Supply and Utilization of Cell is used as the content of teaching research.The first monthly test scores are taken as the pre-test score,and the final exam scores are taken as the post-test score.At the same time,a questionnaire about the situation of learning biology is implemented in the experimental class before and after the experiment.The research results show that,constructing a conceptual model based on core concepts makes the students of experimental class become more interested in learning,have better classroom behaviors and have better academic achievement than that of the reference class,which also is of great help to form core concepts and improve scientific thinking.Based on the results of this research,the following conclusions are concluded:(1)The strategy of constructing conceptual models centered on core concepts can help students to highlight key points and break through difficulties,construct a knowledge system;(2)The strategy of constructing conceptual models centered on core concepts can improve students,abilities of understanding and grasping core concepts from learning interest and learning abilities;(3)The strategy of constructing conceptual models centered on core concepts can improve students' academic level.