Application Research Of Intensive Processing Strategy Used High School Molecular Biology Teaching

Life sciences is a basic subject in natural science, studying the rule andphenomenon of life. Molecular biology is a new subject which explores biologicalphenomena and the rule from the molecular level. At the same time, in the new"Ordinary High School Biology Curriculum Standard", The content of molecularbiology accounted for an increasing proportion and occupied many key and difficultknowledge. Molecular biology characteristics from the concrete to the abstract, frommacroscopic to microcosmic, from phenomenon to essence. The interest of thestudents and the level of organized skill of teachers are the keys to learn this subjectknowledge. Based on the above two points, The research aimed to break through thisdifficulty by the intensive processing strategy.The intensive processing strategy refers to linking the new information to the oldinformation in the mind, in order to process the significance of the new informationdeeply in the mind. The intensive processing strategy belongs to one content ofpsychological cognitive strategies. There are some researches and applications inmiddle school teaching. The intensive processing strategy can make abstract, esotericknowledge become popular and easy to understand. It plays a very good effect ontraining students to develop good study habits and improving students’ learninginterest and learning skills. At present, there are many teachers having explored themethods of teaching and achieved certain results in different subjects, but the studyabout the intensive processing strategies is still not systematic and deep.This study summarizes the cognitive characteristics of high school students, andthe characteristics of molecular biology and intensive processing strategy byphilological analytical method, realizing the possibility of implementing the intensiveprocessing strategy. Before the experiment, the study situation and capacity of thestudents in science and technology department had been known through thequestionnaire and the reseacher designed a set of reasonable and adaptable intensiveprocessing strategy, and then implemented5methods: analogy, comparison, query,expansion and extension, advanced organizer. After the experiment, the reseacherorganized the students to examine themselves, collected the data and analyzed thedata. The results show2findings: the score of experimental class is higher than that ofordinary class; the exalt of boys is obviously higher. That means intensive processing strategy can effectively capture partial difficulties in learning molecular biology andimprove the students’ learning interest and capacity. These findings prove thatintensive processing strategy achieve the results in expectation. Therefore, it isfeasible and can realize the2-way development for teachers and students.This studycan be used for high school teachers for reference.