Biological Situation Teaching Model Study

Since nineteen eighties, the perspective of situated cognition and learning has become a theory based on the metaphor that knowledge is constructed, which can provide meaningful learning and promote the application of knowledge into real situation. It has proved to be the main trend of current theoretical research. I have made a thorough study of the design and practice of the situational teaching model of biology through this thesis, which I hope can be of practical benefit to biology teaching aiming at students' level of competence.This thesis contains seven chapters. Due to the fact that the perspective of the situated cognition and learning is a brand-new theory, Chapter one gives a general discussion from the following five aspects: the background of the theory, the dividing lines of five main definitions, the main contents of the theory, the orbit of its historical progress, and the relation between the constructivism and the situated cognition and learning. Chapter two gives an introduction of the research and practice of the two advanced and universally-accepted international teaching models, that is anchored instruction and cognitive apprenticeship, on the basis of the perspective of the situated cognition and learning. Chapter three presents an extensive study on the situational teaching model of biology, emphasized on the features and procedures of this model. Chapter four and five is the focus of this thesis, with a detailed description of various approaches of designing situations, the methods of co-operative studies and reflections from the aspect of the subject with the purpose of utilizing this model in the teaching of biology. These methods can provide practical cases in the application of this model. Chapter six puts forward some principles of evaluation and some practical evaluating methods. Chapter seven is about the practicalresearch of the situational teaching model of biology. In order to research the function and feasibility of this model, I have applied the experimental method of comparison of similar groups for a whole year, which has proved to be of certain advantages. In the conclusion, some ideas and suggestions are put forward, aiming at the promotion of popularizing of the situational teaching model of biology in middle schools.