Research On The Application Of Figurative Teaching Method In The Teaching Of Core Concepts In High Schools

The 2003 edition of the High School Biology Curriculum Standard encourages students to gain an in-depth understanding of the core concepts of biology and can be used to solve real-life problems;the “High-Level Concept of Content Focus” is also mentioned in the 2017 High School Biology Curriculum Standards.Students must have a deep understanding and application of important biological concepts.Therefore,whether students have a deep understanding and mastering of core concepts is the key to learning the subject of biology.This paper mainly uses research methods such as literature research method,investigation method,content analysis method,action research method and statistical analysis method.Through the comparative literature of the application of the metaphor teaching method in the teaching of biological core concepts,the paper summarizes the types and methods of the metaphor teaching method in the core concept teaching of high school biology,and designs the teaching plan.Through three months of teaching,the feasibility and effectiveness of the metaphorical teaching method in the core concept teaching of high school biology is discussed,in order to enlighten the majority of high school biology teachers.First of all,through interviews,interviews with first-line biology teachers at all levels in Kaizhou District to understand the application of figurative teaching methods in the teaching of biological core concepts and the precautions when teaching.Then,systematically combing the research results of the predecessors,based on the previous research results,summed up the teaching design pattern applied by the metaphor teaching method in the core concept teaching of high school biology,and designed the teaching plan based on the teaching mode and interview results.Prepare a questionnaire to conduct an investigation.Taking the students of the two ordinary classes in the second grade of Chenjia Middle School in Kaizhou District of Chongqing Municipality as the research object,the experimental class and the control class were set up for a three-month teaching,with the first monthly test score as the former.Test scores,final exam scores are post-test scores.Finally,the author compares the questionnaire and theresults of the test results before and after the test,and analyzes the teaching effect of the metaphorical teaching method applied in the core concept teaching of high school biology.Studies have shown that the application of metaphorical teaching method in the core concept teaching of high school biology can improve students' biological learning interest and learning ability as well as academic achievement.According to the research conclusions,the following suggestions are made: the school provides teachers with opportunities for full study;strengthens the construction of teaching teams;teachers themselves need to constantly update their educational concepts.Rethinking your own shortcomings: Only for the students of the second class of the second class of Chenjia Middle School in Kaizhou District,Chongqing,for three months of teaching,the teaching time is short and the teaching scope is small,and the data is not sufficient to fully explain the problem.The limited ability of this study has led to the inadequacy of this research.Therefore,the author will continue to study the application of metaphorical teaching method in the core concept teaching of high school biology,and hope to provide more reference and help for the core concept teaching of high school biology.