Action Research On Constructing Conceptual Models Of High School Biology In Contextual Teaching Model

The promulgation of the General High School Biology Curriculum Standards(2017 Edition)2020 Revision and the vigorous implementation of the new curriculum reform identified the basic concepts of biology curriculum such as developing students’ core literacy and focusing on broad concepts in curriculum content.The high school biology "Homeostasis and Environment" module has a complex knowledge structure,abstract core concepts and a large amount.In the teaching process,teachers set up situations to guide students to understand and master biological concepts,and construct conceptual models based on scientific facts using modeling methods.This can achieve the purpose of externalizing and systematizing the presentation of biological concepts and summarizing the abstract laws of life activities.This study uses questionnaire survey method and literature analysis method to determine the current research status and existing problems of front-line teaching in conceptual model construction and contextual teaching.Based on the constructivist theory and contextual cognition and learning theory,the study summarizes the teaching principles and steps of constructing conceptual models in context,and five types of contextual materials that are compatible with conceptual models in biology.It also proposes the first teaching approach that integrates contextual teaching and conceptual model construction.In the new lectures,the teaching of conceptual model construction is carried out around important concepts,and some chapters of Homeostasis and Regulation are used as teaching contents to design teaching cases.Two teaching classes of the sophomore class of a high school in Leshan,where the author interned,were used as the subjects of the study,and a three-month teaching practice was conducted after a paper-and-pencil test related to conceptual models.The post-test paper-and-pencil test and the conceptual model modeling test in unfamiliar situations were conducted after the practice.The effectiveness of the study on constructing conceptual models in contexts was evaluated by combining the comparison of pre-test and post-test scores and the quantitative evaluation of the results of constructing conceptual models.The results are as follows:(1)By comparing the frequency of classroom related and unrelated behaviors between the experimental class and the control class before and after the teaching practice,it is found that students who have been trained in situational modeling have higher concentration on the classroom and improved their learning interest.(2)The paired sample T test of the evaluation data of the scale of the modeling results in the unfamiliar situation of students found that the experimental class had improved in different degrees in the three dimensions of scientificity,integrity and logicality,and the difference was statistically significant;There is no significant difference in the two dimensions of participation and aesthetics.(3)Compared with the pre-test and post-test papers,the results of the experimental class were significantly improved.The study of the conceptual modeling in context provides a reference and example for the development of conceptual modeling teaching in high school biology,which can positively contribute to the development of students’ core literacy in biology and the improvement of biology performance.