The Practical Research Of TfU Teaching Model In Senior High School Biology Concept Teaching

Teaching for Understanding?TfU?is a teaching model aiming at understanding.It contains singlefour elements:Generative Topics,Understanding Goals,Understanding Performances,and Ongoing Assessment.TfU teaching should start from the concept corresponding to the new curriculum standard of high school biology,and draw out the content of concept teaching by setting a Generative Topics;designed Understanding Goals to help build conceptual systems;enhanced the understanding of the concept,through the development of Understanding Performances.Through Ongoing Assessment,students'conceptual learning in Understanding Performances,completion of Understanding Goals and effectiveness of Generative Topics were evaluated,and a round of TfU teaching was completed.In order to explore the impact of the TfU teaching model on students'conceptual understanding level,firstly,this study clarified the research theme and content through literature review.Then,according to the requirements of the curriculum standard,the important concepts of the research were determined,and the biological concept teaching cases based on the TfU teaching model were prepared.According to SOLO classification theory,the evaluation tool of concept understanding level was developed and the evaluation model was established.Finally,empirical study was used to test the effect of TfU teaching model in promoting students'understanding of biological concepts.Using SOLO classification theory to test the students'understanding level,the results showed that:in the conceptual understanding test of single point structure,the experimental class?2.78±0.42 VS 2.73±0.49,P>0.05?,and the control class?2.72±0.45 VS 2.60±0.54,P>0.05?,was no significant difference between before and the after in the each group?P>0.05?.In the test of multi-point structure test questions,the experimental class was significantly improved after teaching?4.41±0.93 VS 5.08±0.86,P=0.000<0.05?,and no significant difference was found in the control class?4.72±0.99 VS 5.02±0.92,P=0.100>0.05?;comparison of the results before and after practice teaching found that there was no significant difference between the experimental class and the control class(P _before=0.110>0.05,P _after=0.731>0.05).In the SOLO test questions of the relevance structure,the score of the experimental class was significantly improved after teaching?2.86±2.12 VS5.24±2.22,P=0.000<0.05?,and no significant difference was seen in the control class?P=0.070>0.05?;compared with the experimental class and the control class,there was no significant difference between the two classes before the practical teaching?P=0.200>0.05?,while after the practical teaching,the two classes had a significant difference?P=0.009<0.05?.In the abstract structure of SOLO test questions,the experimental class improved significantly after teaching?4.59±2.40 VS 5.65±1.96,P=0.021<0.05?,and no significant difference was seen between before and the after in the control class?P=0.098>0.05?;before the practice teaching,there was no significant difference between the experimental class and the control class?P=0.154>0.05?,while there was significantly different between the two classes after the teaching?P=0.032<0.05?.In summary,the effect of TfU teaching on students'conceptual understanding of single point and multi-point structure was similar to that of conventional teaching,and the impact of conceptual understanding of relevance structure and abstract structure was significantly better than conventional teaching.Through Ongoing Assessment,the results showed that students had a clear understanding of the structure of the ecosystem,and understood that the completion of functions such as the energy flow,material circulation and information transmission are based on the structure of the ecosystem.After interviewing the students,it was found that the TfU teaching model could help to improve the understanding of concepts,change the passive learning state,and improve students'core literacy.This study showed that TfU teaching model could effectively improve students'understanding of biological concepts and provide teaching cases for front-line teaching.Therefore,it is suggested to integrate the TfU teaching model with biology teaching,improve the professional skills of teachers and give play to the subjective initiative of students.