| The "General High School Biology Curriculum Standard（2017 Edition2020 Revision）" clearly states that high school biology teaching not only allows students to acquire basic biological knowledge,but also enables students to understand the process of inquiry and the ideas and methods of solving problems.The three compulsory modules of "Molecules and Cells","Hesitance and Variation" and "Steady state and equilibrium" are the core contents of high school biology,and it is difficult for students to internalize knowledge efficiently in a short time.Conceptual model is the process of diagramming,externalizing and systemizing biological concepts and abstract life activity rules or scientific principles to highlight the relationship between concepts,it also helps students comprehending and absorbing knowledge deeply.In this study,the conceptual model was applied to the teaching of the general review of biology in high school.It was constructed around the core concepts of the three required modules,teaching cases were designed,and practical research was carried out to explore the influences of the conceptual model construction teaching on the review class teaching,so as to promote the formation of scientific and systematic knowledge system and cultivate students’ abilities of group cooperation in inquiry and model construction.Meanwhile,feasible suggestions were put forward for biology teachers to carry out conceptual model construction teaching.Research progressed and related teaching theories of model construction teaching were reviewed by searching the literature.Based on the student-centered,teacher-led educational concept,and according to the learning situation and the requirements of "Curriculum Standards",students were guided to construct conceptual models scientifically in class.According to the construction process,the teaching design was improved.Taking two parallel classes in a high school which are taught by the author in Tongliao City,Inner Mongolia as the research objects,a pretest questionnaire survey was carried out,and a conceptual model construction teaching practice research was carried out,and a post-test was carried out after the research;Using the methods of teacher interviews,questionnaire surveys,and analysis of test scores,a teaching practice research on conceptual model construction was carried out.The main research results are as follows:（1）Through teacher interviews,it was found that teachers generally believed that the teaching strategy of conceptual model construction can help high school students to deeply understand biological concepts.（2）It was found that the students had increased in different degrees in five dimensions by analyzing the pretest and post-test data of the two experimental classes,using the paired sample t-test: understanding of modeling,learning interest,autonomic learning ability,scientific thinking level and problem-solving ability.Among them,understanding of modeling,learning interest,autonomic learning ability and problem-solving ability,the post-test data is higher than the pre-test,and the difference was statistically significant（P<0.05）.The students’ scientific thinking level has improved,but it was not statistically significant（P<0.05）.（3）The test results at the end of the semester showed that the two teaching classes have improved their excellent rate,average score,pass rate and grade average ranking.To sum up,the application of conceptual model construction teaching in high school biology review classroom deepened students’ understanding of biological concepts,improved the efficiency of biology classroom review effectively and students’ interest in learning biology.In the meanwhile,the students’ autonomic learning abilities and information processing abilities were also improved,and the reference for front-line teachers to carry out conceptual model construction teaching was also provided. |
