Study On The Cultivation Of Structure-function In High School Biology Teaching

Improving students' core competencies and promoting their personal lifelong development are the core goals of education today.As an important part of the key competencies of biology,structure-function view is a key to focus on and implement in high school biology teaching.This study first interpreted the connotation of structure-function view,and made it clear that the connotation of structure-functional view should include the following contents: structure is material-based and has a certain level,and each structure in the system is orderly arranged and closely linked;function is the contribution that structure makes to its whole,and function is adapted to structure;when a structure realizes its function,it usually needs the assistance of other structures,which is the essence of the relationship between structure and function.Secondly,this study analyzed the teaching content of structure-function view from the molecular and cell levels,and constructs the knowledge system of the structurefunction view of “Molecular and Cell” module according to the content requirements of new curriculum standard.Then through the questionnaire survey on the cultivation of structure-function view in high school biology teaching,combined with literature research,the teaching design based on the cultivation of structural-functional views is determined by concept map teaching strategy.Finally,the author used the opportunity of internship to carry out a practical research,and obtained the following conclusions: the use of concept map teaching strategy can effectively improve student achievement,help students to clarify the relationship between structure and function,and build a complete knowledge network,which is helpful for students to form the concept of structure and function.However,as shown by the achievement results of the three levels of structure-function view,the teaching strategy of using concept map in the classroom can only improve the students' grade one,with no obvious effect on level two and three.This shows that the concept map teaching strategy has obvious help to improve students' knowledge of structurefunction.In order to improve the students' application of structure-function view,it is necessary to combine other teaching strategies.