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

With abstract and general characteristics,Concepts refer to explaining the basic connotation and fundamental attributes of the world's objective things.At the same time,students' understanding of concepts varies greatly due to individual differences.This requires teachers to combine students' cognitive characteristics to use a certain strategy for effective teaching.The concept of biology is an important content in biology of senior high.Therefore,Teachers are supposed to master certain method strategies in the teaching of concepts so as to help students better understand the characteristics and laws of a series of biological phenomena and improve students' biological literacy.The multi-representation theory provides inspiration in the teaching of biology concept in senior high.Multi-representation is mostly based on multi-dimensional external representation,and adopts multiple methods when characterizing objective things.The multi-representation in the concept of biology is to explain the same concept in biology using narrative representation and descriptive representation.Through multi-representation means,the concept of abstract can be visualized and embodied,which help students master the concept better.Based on the theory of multivariate representation,the author has conducted in-depth research on the teaching strategies in biology concepts of senior high from both theoretical and empirical aspects.In theoretical research,it demonstrates the connotation of related theories such as dual coding theory,working memory theory,multimedia learning theory and cognitive load theory and its enlightenment to the teaching of high school biology concepts.On this basis,it proposes three strategies in teaching multi-representation of biological concepts,including strategies for organizing and presenting teaching information,strategies for transforming and translating biological concepts,and strategies for integrating multiple representations of biological concepts.In empirical research,the specific strategy of high school biology concept teaching,based on multi-representation theory,is applied to practical teaching.Meanwhile,the teaching effect is studied by means of teaching experiment and on-site questionnaire survey.The results show that the teaching of biological concepts using multi-representation teaching strategies can improve students'learning effects on biology concepts to a certain extent.