Current Situation Investigation And Empirical Research Of The Construction Of Biological Conceptual Model In Senior High School

With the deepening of the new round of curriculum reform,the ministry of education issued the biology curriculum standards for ordinary senior high schools(2017 edition)in September 2017.The basic idea of the standards includes focusing on big concepts and emphasizing practice in the teaching process.It emphasized that students' learning is a process of active participation,active thinking and hands-on practice.Teachers are required to guide students experience the general method of model construction in the process of teaching,so as to cultivate students' scientific thinking.As one of the common types of biological models,conceptual model is made up of words and conjunctions to describe the essential attribute of things,which is mainly used to clarify the connection between biological concepts and construct biological knowledge network.It is of great significance in helping students understand important biological concepts and cultivating students' scientific thinking.The subject of this study is current situation investigation and empirical research of the construction of biological conceptual model in senior high school.The theoretical research of conceptual model is carried out through literature research,sorting of the research background and status at home and abroad of the paper,and determining the theoretical basis of the research.Taking teachers and students in my internship school as the research objects,I used questionnaires to investigate the current situation of constructing biological conceptual model teaching in senior high school.Through the analysis of the recycling questionnaires,it was found that the teachers and students in the internship school did not know much about the conceptual model,and the teachers' application of the conceptual model in the biology class was not very optimistic,but both teachers and students believed that using conceptual model in the process of teaching would play a good role in promoting teaching and learning.Relying on the required course 3 in biology in Senior high school,steady state and environment which was published by people's education press,I sorted out the distribution of the conceptual models in the text and self-test of the textbook to provide a basis for the subsequent construction of conceptual model in instructional design.In order to verify the effectiveness and feasibility of the implementation of conceptual model construction in biology classes in senior high school,I took the students in the internship class as the research objects,randomly set experimental class and control class,did a controlled experiment.At the end of the experiment,classroom observation,after-class quiz,interview and questionnaire were used to analyze the teaching effect of conceptual model construction.The classroom observation results showed that during the experiment,the students in the experimental class had stronger sense of autonomous learning,higher degree of classroom participation and more concentrated attention than those in the control class.Through the after-class test paper,I could timely know the students' mastery of classroom knowledge,and conduct a differential analysis of the grades of the two classes.It was found that P values of the two classes were less than 0.01 for almost every after-class test,indicating that there was a significant difference during the two classes.The scores of the experimental class were higher than those of the control class,and the students' mastery of classroom knowledge was better.Before and after the experiment,questionnaires which were about students' interest in biology study,autonomous learning ability,reflective ability and innovative ability were distributed to them.Then the points were assigned to the choices in the questionnaire,the average score of each class was obtained according to the questionnaire scores of each student,and the difference analysis was conducted.The results of the questionnaire analysis of biology learning interest,autonomous learning ability,reflective ability and innovation ability all showed that the pre-test P value was bigger than 0.05,indicating that there was no difference between the two classes.The post-test P value less than 0.01 showed that there was a significant difference between the two classes,indicating that the conceptual model construction teaching could improve the students' interest in biology learning,autonomous learning ability,reflective ability and innovative ability.Through the analysis of the results of the questionnaire on the teaching effect of conceptual model construction in the experimental class,it was found that after a semester of teaching practice,60.71% of the students in the experimental class accepted the teaching of conceptual model construction,67.85% had high interest in constructing conceptual model,67.86% thought it could help them understand the connotation and extension of biological concepts,establish the relationship between concepts,64.29% thought it could make knowledge more systematic,66.07% thought it was conducive to their independent thinking and independent learning,69.54% were willing to speak their own thoughts or listen to others' opinions when constructing conceptual models.Based on the above analysis,the following conclusions were drawn,the teaching of conceptual model construction is beneficial to promote students' interests in biology learning.It can also improve students' learning efficiency,help students to deeply understand the connotation and extension of biology concepts,systematize biology knowledge,and cultivate students' ability of independent learning,reflection,innovation,cooperation and communication.