Teaching High School Biology Through Analogies

Nowadays,analogies are often used in the teaching of various subjects to help students quickly understand abstract knowledge and expand thinking.However,there are not many studies on the application of analogy in biology teaching,especially the use of analog models for systematic teaching.Based on that,this study proposes two research questions “How do teachers use FAR Guide in high school biology classroom in this study?” and “Will the learning effect of the high school students be affected after the biology class which is used elaborate analogies to teach?”This study includes the following sections:The first part is "Introduction",which clarifies the research background and research path.The second part is "Document Review",which summarizes the definition of analogy,the definition of detailed analogy,the related theories and the existing analogy teaching models which including The General Model of Analogy Teaching model,Teaching-With-Analogy analog teaching model and FAR Guide.The third part is "Adjustment of FAR Guide ".in this part,after discussed with the frontline teacher,researcher adjusted the FAR Guide to make it conform to the teaching of this study.The fourth part is "Practical Research," in this part,researcher developed the elaborate analogies which would be used in the "cell membrane" and "organelles" lessons.Then the researcher use the post-test to test the teaching effect,and use SPSS and Excel to analyze the data.The results of the study prove that using the elaborate analogies in the high school biology lessons can deepen the learner's understanding of knowledge and improve the teaching effect.The fifth part is "Conclusions and Prospects".In this part,researcher draws the conclusions based on literature research and practical research.The main conclusions of the study are as follows:(1)The results of data analysis show that the elaborate analogies have a guiding role in the teaching of “cell membrane” and “organelle”.And the elaborate analogies which under the guidance of the FAR Guide is effective and can improve the learning effect of students in the classes of “cell membrane-system boundary” and “organelle-system division of labor” in high school.(2)When using the FAR Guide,first,the teacher should analyze the analogy and the target according to the steps to determine the similarities and differences between the analogy and the target.Secondly,in the classroom,students are required to discuss the similarities and differences between the analogy and the target,and the teacher summarizes and supplements.Finally,after-school links require teacher reflection and student reflection.(3)The elaborate analogies include the text part and the visual part.In a detailed analogy,be sure to use an analogy familiar to all students to avoid misunderstanding of the target because some learners are unfamiliar with the analog.To get an elaborate analogy,at first the teacher should analyze the analogy and the elements of the target,determine the similarities and differences between them,and then prepare the corresponding visual representation of the analog.(4)Use elaborate analogy to teach can improve students' interest in learning.(5)Use elaborate analogy in class can help students apply knowledge comprehensively.