Research On The Comparative Teaching Method And The Metaphorical Teaching Method In The Biology Concept Teaching For Senior Students

The biological concepts are the fundamental elements of biological knowledge;the biology concept teaching is the key for students to study and master the biologicalknowledge, it is also the main approach to foster ability and an important method totrain students scientifically, meanwhile, it is a major goal of biology teaching.Therefore, it is of crucial significance for employing scientific biology teachingmethods in the biology concept teaching of senior students to achieve teaching goals,fulfill teaching duties, and accomplish students’ intellectual development as well asattain the scientific literacy.Researches in this paper focus on the application of the Comparative TeachingMethod (“CTM”) and the Metaphorical Teaching Method (“MTM”) in the biologyconcept teaching of senior high school through analysis on the case of literature of the“CTM” and the “MTM”. On the base of related study, it introduces some teachingmethods about the “CTM” and the “MTM” in the biology concept teaching of seniorstudents, and studies the application of the methods in the biology concept teachingempirically, then discusses the feasibility and effect of the application of “CTM” and“MTM” in the biology concept teaching of senior high school, it can provide someguidance and help for the actual conduct of biological teaching.The main body consists of four parts.Part One briefly sketches the relevant theories in this paper, the status quo ofcurrent research at home and abroad, and the functions, patterns as well as theapplication of “CTM” and “MTM”, which provides the basis for subsequent research.Part Two introduces the theoretical basis for applying “CTM” to the biologyconcept teaching of senior students, including the “Link Theory” by Edward LeeThorndike, Transfer Theory and the Accept-Assimilation theory by David P. Ausubel;then it introduces the comparative teaching method in the biology concept teaching ofsenior students, and studies the application of the comparative method in the biologyconcept teaching empirically. This part also decribes the study from the theoreticaland practical perspective and presents the importance of the “CTM”.Part Three presents the theoretical basis for applying “MTM” to the biologyconcept teaching of senior students, including the Constructivist Learning Theory, the“Link Theory” by Edward Lee Thorndike and the Accept-Assimilation theory by David P. Ausubel, then it puts forward the “MTM” of the biology concept of seniorstudents, and studies the application of the “MTM” in the biology concept teachingempirically. The result shows: the “MTM” is important for senior students to learnbiology concept.Part Four makes a reflection on the process and results of the study, and proposesthe schedule in perfecting the relative researches.