Research On The Application Of Model Construction In High School Biology Teaching

At present,model construction teaching has become one of the problems that middle school teachers pay attention to.Through literature search and teaching case analysis,this paper designs the strategies and means to improve biology teaching by using the model construction method,and implements them in the teaching of compulsory 1 in senior high school biology textbook,aiming to explore the practical effect of model construction teaching on cultivating students' comprehensive quality and improving their academic level,and to provide valuable teaching reference cases for the first-line biology teachers.At first,the researcher analyzed the current situation of using modeling teaching in biology classroom and the main problems of students in model learning.Further,under the guidance of relevant teaching theories,combined with personal preliminary experience in senior high school biology teaching,referring to the content characteristics of senior high school biology compulsory 1 textbook,three typical model construction teaching strategies are designed,which are implemented and tested in senior high school biology teaching.The sample comes from 48 senior high school biology teachers and 176 senior high school students in Changyuan City,Xinxiang City,Henan Province.The results show that students do not have a deep understanding of model construction,and teachers' model construction teaching activities are not optimistic.Before the experiment,the researcher set up the experimental class and the control class,and the experimental class used the model construction teaching method to carry on the teaching intervention.The results showed that the students' awareness of independent modeling was significantly higher in the experimental class than in the control class(P <0.05).In addition,the average score of biology academic performance of the experimental class is 68.77,which is significantly higher than that of the control class(64.05)(P < 0.01),and the interest in biology learning is also significantly higher than that of the control class,which is also very significant(P < 0.01).After correlation and regression analysis,it was found that the correlation coefficients of students' interest in learning and self modeling consciousness on biological academic performance were 0.961 and 0.962,respectively.There was a significant positive correlation between learning interest,self modeling consciousness and biological academic performance(allP < 0.01).The standardized regression coefficient of self modeling consciousness reached 0.531,indicating the experiment Class students' awareness of autonomous modeling is one of the important factors that affect their academic performance.The results also show that the model construction teaching is the most obvious help to the critical students whose academic level is in the critical stage.This teaching can effectively improve the learning interest,self-efficacy and other non intelligence factors in the learning process of the critical students,and comprehensively improve the self-confidence of the critical students in the college entrance examination.The preliminary conclusion of this study is that it is effective to use modeling teaching strategy in senior one biology class.This strategy can improve the students' interest in biological classroom learning,and then improve the high school students' biological learning level.The cultivation of students' independent modeling awareness is one of the most important tasks for biology teachers,especially for the critical students who need to strengthen their ability to solve problems and break through the "critical" point of college entrance examination,the teaching can achieve twice the result with half the effort.This study suggests that teachers should pay attention to the learning development stage of each individual student,so as to promote the overall improvement of the class learning level.