Research On The Systematic Application Of Modeling Teaching Strategy Based On Core Literacy In Middle School Biology Teaching

The General High School Biology Curriculum Standard((2017 Edition and2020 Revision))(hereinafter referred to as the“New Curriculum Standard“)issued by the Ministry of Education clearly points out that improving the core quality of biology required for students’ lifelong development has been regarded as the fundamental task of biology curriculum.In the field of biology,concepts,thoughts or knowledge points in biology are displayed more intuitively and vividly in some established forms.Usually,physical models,conceptual models and mathematical models are used to simulate or construct research objects.The teaching methods and strategies of model construction can stimulate students’ interest in learning biology,and help students build understanding of biological knowledge and concepts.Therefore,it has certain theoretical value and practical significance to carry out modeling teaching based on core literacy and use model construction teaching strategy in the practical teaching course of biology in middle school.However,there are many problems in the practical application of biological modeling teaching strategies,such as knowledge misunderstanding,lack of professional modeling guidance,and uneven biological modeling capabilities.In view of the existing problems in the actual biology teaching,relevant scholars put forward corresponding countermeasures and suggestions.It is very necessary to systematically apply the modeling teaching strategy to the relevant research in the middle school biology teaching.Based on the reference of literature and experience,and based on the relevant requirements of the core literacy of the new curriculum standards in the new era,this paper takes a middle school in Qingyuan city as an example to carry out a systematic study on the application of biological models in high school biology teaching.Using the methods of questionnaire,interview,classroom observation and descriptive statistical analysis,taking 300 students and 20 biology teachers in the school as the research objects,this paper studies the application and teaching effect of the model-building teaching strategy in high school biology teaching represented by the school.The system collects relevant data,carries out quantitative statistics and descriptive data analysis,and the results show that there are still many problems in the application of modeling strategies in middle school biology teaching,such as excessive emphasis on scores and lack of modeling ability of teachers.In view of the deficiencies in the application of modeling teaching strategies in the biological curriculum in the practical teaching process,and in combination with the relevant requirements of the new curriculum standard,this paper puts forward countermeasures and suggestions to promote the transformation of the thinking of the supremacy of scores,enhance the teachers’ own biological modeling ability and quality,supplement the biological modeling teaching resources,build a special teaching model,and strengthen the biological modeling thinking and ability and other disciplines.It plays a certain reference value and significance for the systematic application of the core quality-based modeling teaching strategy in the middle school biology teaching,and provides new inspiration for improving the effectiveness of the middle school biology teaching,promoting the development of students’ modeling ability and the expansion of modeling thinking,as well as for the construction of the core quality of biology that is concerned and emphasized in the new curriculum standard.