The Effectiveness Of Analogy In Middle School Students' Biology Classroom Study Research

For the important educational value of it,analogy is widely used in science education.However,due to the complexity of its structure,and the diversity of its function,and the diversity of the usage mode of it in teaching,the effectiveness of analogy in education has not been completely consistent affirmed since the related researches emerged.Under this background,from the perspective of students whom study in the classroom,this paper puts forward this core question: whether the analogy is effective for the biology classroom? And take "the function of analogy" as a starting point to explore the effectiveness of analogy,and use quasi-experimental study to verify the function of analogy in the study of middle school students whom have biological class in classroom,and to explore let the analogy participate in instructional design and use the analogy in teaching.It is hoped that the study will enable more educational researchers and teachers to pay attention to the analogy's value of education and study,and create conditions for the fully play of analogy.This paper includes the following five parts:The first part is “introduction”,which mainly explains the background and direction of research.The second part is the “summary of the literature review”,in this it summarizes the essence of the analogy,the boundary of the analogy's scope,the teaching methods of analogy and the researchmethods to analogy.The third part is the“research design””,this part is divided into three parts: the core research questions and research methods,the split of the core problem and the refinement of the research methods,the design of study the specific problems.The principal line of design in this part is “the research questions-the research methods-the design of research ideas”,and the principal line of content in this part is five key questions which are refined from the core question.The fourth part is the “research results”,the research results of the five key questions are given out in this part.The fifth part is the “conclusion and enlightenment of this research”,based on the results of the study,the research conclusion is given out in this part,and put forward some suggestions for further research.The main conclusions of this paper are as follows:(1)For the classroom learning of students,analogy has the following four functions: to promote the memory,to help the understanding,to improve the thinking ability,and to stimulate the learning motivation.(2)The factors that can affect the effect of analogy can be divided into subjective factors and situational factors.And the situational factors include the three main structures which can influence the analogy: the target concept,the analogue,and the relationship between the the target concept and analogue.(3)There is many ways and methods can let the analogy participate in the design of teaching,which can summed up as follows: the analogy can participate in the composition of teaching objectives,the analogy can be helpful in the depth analysis of teaching content,the analogy can be a part of teaching materials and teaching activities,and the analogy can be a part of teaching evaluation.(4)The effect of analogy on students' learning in biology class can be test by paper and pencil test.(5)The analogical teaching design which based on the analogy structure model can effectively help students to memorize and understand concepts.(6)Only implement the analogy teaching one time can not find out whether it can improve the student's ability of analogical reasoning.Inspired by this research:(1)The suggestion for further quasi experimental study on the Analogical teaching of eyeball;(2)The suggestion for further research on the analogy structure model;(3)The suggestions for further research on the exploration and transformation of the former scientific concepts.