Applied Research On The Multiple Representation Of Biological Concepts In Senior High School

In January 2018,the curriculum standard of biology in general high school(2017Edition)was officially promulgated.The curriculum standard brought forward the core quality of biology subject clearly,selected the content of biology course on the basis of the original edition,and put the important concepts of biology at the core position of the course.At the same time,the content of each module was guided by the concepts,which let the course content near the reality of life,and focused on the development of students' core literacy.It can be seen that biological concept played an important part of high school biological knowledge system.However,during the teaching practice,because of using a single representation form,too much students' understanding of biological concepts stayed on the surface for a long time and they cannot understand its connotation in depth,which was not conducive to the application of concepts even to solve practical problems.In order to avoid "one sidedness" in the construction of biology concepts in senior high school,make students truly master the knowledge comprehensively and accurately,and achieve teaching objectives smoothly,multiple representations has its own incomparable advantages.By using the method of literature,this paper analyzed the research background and the research status at home and abroad,clarified the purpose and significance of the research,and expounded the relevant theories of the multiple representations of high school biological concepts.It used the methods of interview survey,classroom observation and paper-pencil test to investigate the application status of the multiple representations of high school biological concepts from both teachers and students.On this basis,it summarized the existing problems.The main problems can be introduced as followed.Teachers had a positive attitude towards the multiple representations of concepts,but the quality and timing of the multiple representations were not accurate;students were lack of knowledge and understanding of the multiple representations of the same concept,and the ability to transform between different forms of multiple representations.Based on the analysis of the current situation and the classification of multiple representations of biological concepts in the early stage,the writer used after-class timeto have in-depth exchanges with the first-line teachers.We selected the concept chapter5 "Energy Supply and Utilization of Cells" and 6 "The Life Course of Cells" from module one "molecular and cell" and then analyzed multiple external representations that every concepts can use.According to the principle of teaching implementation,we designed the lessons.This article mainly introduced the design of "Role and Principle of Cell Respiration" as an example,aiming to provide the evidence for teaching.In order to test the teaching effect of multiple representation in concept construction,we used the method of educational experiment to carry out practical research during two classes of G middle school in Y City.Compared with the class for routine teaching,the experimental class used the multiple representations for teaching concepts.The results showed that the experimental class was superior to the control class in terms of academic performance,the ability of transformation between multiple representations and class atmosphere.Finally,this paper looked forward to the implementation of the object's grade,the scope of lesson selection and so on.