The Application Of Comparative Teaching Method In Biology Concept Teaching In Senior High School

The concept of biology is not only the basic element constituting the structure system of biological knowledge,but also the basis for students to further explore biological phenomena and laws.Biological concepts are abstract,complex and developmental.As a link between teaching and learning,teaching methods can effectively help students understand and master teaching content.This study adopts the comparative teaching method for concept teaching,in order to help students understand the connotation of concepts,grasp the extension of concepts,and improve students' interest and motivation in learning biological concepts.In this paper,interview method was used to understand the familiarity of comparative teaching method,students' interest in learning and feedback after class of biology teachers in a High school in Nan Bu county,Questionnaire survey was used to investigate the learning interest and enthusiasm of the subjects in high school biological concept knowledge.The results are as follows:(1)After sorting out the conceptual contents of compulsory 1 and compulsory 2 in high school biology textbooks,the contents suitable for the comparative teaching method in concept teaching are also sorted out,according to the specific requirements of five comparison methods: horizontal comparison,vertical comparison,single comparison,thematic comparison and comprehensive comparison.(2)The comparative teaching method is infiltrated into the four stages of concept introduction,concept formation,concept consolidation and concept deepening of concept teaching,and the case of concept teaching is designed and implemented.The student's participation in the classroom is obviously increased,and the small games organized by teachers are carried out smoothly,forming strong learning atmosphere.(3)SPSS Statistics 26.0 software was used to analyze the data of the study subjects' learning interest and enthusiasm before and after the concept teaching using the comparative teaching method,and found that the data before and after the test were P=0.044<0.05 under the independent sample T test,showing significant differences.(4)The school's teaching equipment is relatively excellent and provides a good material foundation for concept teaching.However,when traditional teaching methods are used to implement concept teaching,they invariably lead to poor effects such as inadequate participation and low learning interests.After applying the comparative teaching method to concept teaching,it is found that students actively participate in interaction,the classroom teaching effect has improved,and the student's learning interest has strengthened.The research results show that the application of comparative teaching method in the teaching of biological concepts in high school has achieved remarkable results through comparison,differentiation and connection between original and new knowledge,which can help students understand conceptual knowledge and grasp the extension of conceptual knowledge,improve students 'learning interest and enthusiasm and obtain good effect.