Research On The Teaching Strategy Of Biological Concept In Senior High School Based On Multiple Representation

The concept is a reflection of the objective nature of things in the form of thinking,with abstract and general.Therefore,when individual learning concept,because of the difference of the individual cognitive schema and the external representation level of the teacher,there are different problems in the conceptual representation level,which reduces the validity of the concept teaching.While the theory of multivariate representation shows that from the perspective of multiple representations,it can be realized to change abstract-ted and general into specific and intuitive,thus enhancing the students' effectiveness of the concept of teaching.The research consists of theory and empirical aspects to study how to conduct conceptual teaching based on multiple representations and how the impact of the use of multiple representations on the study of biological concepts.In theory,based on the theories such as dual coding theory,working memory model,cognitive theory of multimedia learning and cognitive load theory as the theoretical basis,combined with the characteristics of biology concept,the thesis employs theory analysis as the main method to carry out the teaching strategies of biological concepts research based on multiple representations.The empirical aspects,applied the teaching strategies to the specific lesson teaching,through the implementation of teaching experiment and questionnaire investigation to detect the validity of the proposed teaching strategies.The results show that the conceptual teaching strategy based on multiple representations reduce the cognitive load in the process of student concept learning and promotes the students' understanding and application level of biological concept to a certain extent.