Research On The Application Of Graphic Information Conversion Strategy In Biology Teaching In Senior Middle School

Informatization is an important feature of the 21st century. Information literacy is necessary for us to adapt for the rapidly growing information environments. It is a crucial skill in the pursuit of knowledge. So, how to perceive and organize information is very important, especially for students to become lifelong learners. High school biology curriculum conveys knowledge in two different ways:graphics and text. In this study, the theoretical basis of "graphic-text conversion teaching (GTCT)" model was analyzed, through the proportion, status, function of the chart in biology textbooks and through questionnaire investigation, teaching practice, combined with teaching case analysis and measured after the comparison, GTCT strategy was preliminary explored in middle school biology classrooms and the effects of GTCT also has be evaluated based on questionnaire, teaching experiments and before and after grade analysis. The effects of GTCT also has be evaluated based on questionnaire, teaching experiments and before and after grade analysis.Comprehensive analysis of the theoretical researches on the teaching aspect of GTCT showed that study abroad mainly focused on graphic types, cognitive psychology of student during study and how teacher acts during the teaching processes and seeks to promote students with a better understanding and application of the graphic combined with this three aspects. While domestic research was relatively less, and mainly focused on the application of graphics-text information conversion in the examination process.From the perspective of the practical teaching cases, we analyzed the characteristics, classification and function of graphics in high school biology curriculum. Depend on introducing the purpose and principles of graphic information transformation teaching, we put forward the following 5 kinds of strategies of the GTCT, these strategies are:(1) Making full use of charts in biological materials to promote students deepening understand knowledge; (2) to improve students’ ability to read, solve and draw with the aid of multimedia courseware; (3) Use of the chart situation in problem sets, exams to deepen and widen the knowledge; (4) use of biological chart to solve teaching difficult points and reinforce teaching key points; (5) Strengthening the guidance on students’learning related to graphics.Through the questionnaires answered by senior students and high school teachers, we investigated and analyzed the present status of GTCT. Our results showed that biological teachers always pay more attention on the importance of graphics in teaching but not use widely. As for students, performance on the knowledge of chart is normal. In addition, the practice teaching was conducted combining with GTCT and after that students were tested to check the effect. For students, it can stimulate their interest in learning, optimize their knowledge structure and improve their ability to process information. It is helpful for students to acquire biological knowledge and acquire the skills necessary to be independent self-directed learners.