A Research Of Biology Illustration Teaching Practice In Junior High School Based On The Cognitive Theory

With the development of educational theory and technology,the carrier of illustration is expanded from teaching materials to more media.The requirements and suggestions of curriculum standards reform again and again also show that illustration teaching is very important.By analyzing the current research situation of illustration teaching at home and abroad,it is found that the number of illustration teaching researchers is extremely large and the research scope is extremely broad,but the continuous in-depth research of individuals and teams is relatively few.In this context,some researchers believe that illustration teaching should be supported by systematic theory,and the theory of students' cognitive process and characteristics can help illustration teaching.Based on this,this research has carried on the research of biology illustration teaching in junior high school from the perspective of cognitive theory,hoping to provide help for teachers in better illustration teaching and explore the path for building a systematic and scientific illustration teaching system.This study consists of six parts:The first part is the introduction,which analyzes the research background and determines the illustration teaching as the overall research direction;Through text cluster analysis of research status at home and abroad of Citespace,VOSviewer and SATI,the research status is reviewed and research problems are found.Explain the research ideas and clarify the research purpose and significance.The second part is a theoretical overview.Through the literature research method,according to the definition of illustrations,the retrieval strategy and literature inclusion standard are formulated,and the initial samples are selected from 50 core journals of education in recent 20 years.According to the definition of cognitive theory,the cognitive theory in samples is statistically reviewed by frequency and percentage.The third part is the basis of illustration teaching.After combing,refining and integrating the cognitive theories related to illustration teaching,we divide the dimensions according to the characteristics of each proposal,and get the preliminary suggestions of illustration teaching from the perspective of cognitive theory,including color,typesetting layout,illustration presentation and illustration teaching methods,and then encode them.The fourth part is teaching experiment and scale measurement.Select representative junior high school biology teaching contents and student samples,and carry out illustration teaching design and implementation from the perspective of cognitive theory.Compile the scale,pre-investigate,test the reliability and validity,and revise the scale.Finally,teaching,distribution and recovery of evaluation scale,and verification of input data are implemented in each class.The fifth part is the analysis of research results.The methods and results of SPSS analysis are as follows:(1)Analysis of variance: illustration teaching in different classes of the same teacher and classes taught by different teachers are consistent;(2)exploratory factor analysis and clonal Bach ? coefficient: the reliability and validity are high,and the dimension division is reasonable;(3)Correlation coefficient: Students' gender has little influence on biology illustration teaching in junior high school from the perspective of cognitive theory,while seats have some influence;(4)Independent sample T-test and descriptive analysis: Students agree with biology illustration teaching in junior high school from the perspective of cognitive theory,but some problems are slightly controversial.In the sixth part,the suggestion of illustration teaching from the perspective of cognitive theory is revised,the shortcomings of the research are summarized,and the future research is prospected.Through this article can get inspiration:(1)Text cluster analysis of research status of illustration teaching at home and abroad;(2)Investigation of Cognitive Theory in Illustration Teaching Research,based on the articles published in 50 core educational journals in recent 20 years;(3)Evaluation Scale of Biology Illustration Teaching in Junior High School from the Perspective of Cognitive Theory;(4)Suggestions on illustration teaching from the perspective of cognitive theory.