Teaching Core Concepts Of High School Biology Based On Demonstrative Model Practice Research

The Biology Curriculum Standards for General Senior High School(2017)clearly states that "the content focuses on the big concept,simplifies the capacity and highlights the key points",and pursues the teaching concept of "less but better".Core concepts are the main part of a subject and abstract summary of a large number of factual knowledge.Teaching around core concepts conforms to the teaching idea of "less but better".The argumentation model can help students deeply understand the core concepts of biology.In the demonstration class,students construct knowledge independently,and put forward arguments,logical reasoning,reflection or rebutting by themselves,so as to enable students to deeply grasp the logic and nature of phenomena and realize the understanding and mastery of core concepts of biology.In this study,the "scaffolding" of learning is constructed by the demonstration model,and the core concepts are used to guide the knowledge content.The practical research of "the teaching of the core concepts of high school biology based on the demonstration model" is proposed,and the results of this research are expected to provide some help and theoretical support for the front-line teaching practice.The author studied the theoretical basis of demonstrative teaching and core concepts.The researchers tried to build an integrated framework of scientific concepts and scientific argumentation.On this basis,the argumentative teaching framework around the core concepts of biology is constructed,and the knowledge hierarchy of the core concepts required for high school biology is clarified.Then,the teaching design was written according to the teaching framework: taking the structure and function of the nucleus as an example,the concept level of the content of this section was constructed,the demonstration model was sorted out,the teaching process was displayed,and the teaching feedback was collected.The teaching practice lasted for one semester,two classes were taken as experimental controls,and the post-test data were collected to evaluate students' learning of the core concepts from the perspectives of concept cognition,learning emotion,learning attitude and teaching effect.The experimental results were obtained as follows after statistical analysis of the data:(1)Constructed the knowledge hierarchy of a core concept required for senior high school biology,sorted out the relationship between demonstration materials and factual knowledge,and sorted out the one-to-one corresponding relationship between textbook content and core concepts.It provides some teaching resources for front-line teachers.(2)Enriched the evaluation method of experimental teaching effect.In this study,there are not only long-term assessment of students' learning situation before and after the study,but also immediate classroom feedback.(3)After teaching practice,students' academic performance and conceptual cognition level have been significantly improved,and their understanding of knowledge has been significantly strengthened.In terms of concept cognition,after teaching practice,the average score of the experimental class increased from 36.31 to 40.56,with significant difference before and after the study(P=0.022).It can be seen that after the thinking training of demonstration teaching,students can better grasp the core concepts and have a deeper cognition of conceptual knowledge,so they have a better performance in academic performance.(4)The application of this strategy enhanced students' learning emotion,and students enhanced their sense of self-efficacy by actively participating in demonstration activities in class.After the practice teaching,the students' learning attitude has been improved obviously,and the experimental class and the control class show significant difference in learning attitude(P=0.021<0.05).The average value of students' learning emotion increased by 5.72 points,and the score improved significantly.This shows that demonstrative teaching model can play a very good role in driving students' learning emotions.To sum up,the high school biology concept teaching process and strategy based on the demonstration model can improve the teaching effect of biology and provide reference for front-line teachers to organize classroom teaching around the core concepts of high school biology.