Application And Study Of Model Building Strategies In Senior Biology Review Classes

The 2017 General High School Biology Curriculum Standards state that the biology curriculum should be able to develop students’ scientific thinking.In the biology classroom,the teaching mode and pace of senior biology is significantly different from those of freshmen and sophomores.The model building implemented in freshmen and sophomore classes is simpler and insufficient to meet the needs of senior review.If simple model-building activities,which most students have already mastered,are implemented in the senior year,it will not only waste time but also will not significantly improve students’ performance.According to the research,the application of model-building methods is mostly limited to teaching new lessons,and there is little research on the application of model-building methods in senior review classes in a thematic manner.The review class is not just a repetition of simple knowledge again and again,but senior teaching should be able to expand students’ thinking ability,analytical ability,problem-solving ability,and help students improve their performance in the limited senior time,and the high school biology knowledge points are more complicated and easy to remember and mix.Therefore,this study disrupts the order of chapters,so that teachers combine the key points of the college entrance examination syllabus with students’ difficulties,and need to focus on high-frequency questioning examination points while talking about basic knowledge,and conduct a thematic review of difficult and error-prone points in the required chapters,and impart knowledge to students through the teaching method of model construction.The methods of this study were literature analysis,questionnaire survey,educational practice,and case study analysis.Before practice,the theoretical knowledge of the model concept,model types,etc.was elaborated by consulting the knowledge network and high school human education version of biology textbooks,etc.;the theoretical foundation for this thesis was laid through domestic and international research;the specific contents of modeling teaching strategy were considered to be model construction,model application,model evaluation,and model revision.Through this teaching strategy,students are guided on how to construct models to solve problems and strengthen their understanding of knowledge.By investigating the proportion of various models in the national papers in the past three years,we found that the test questions using the modeling method to solve in recent years accounted for a higher score,to understand the importance of model construction;I categorized the contents of high school biology textbooks that could be used for model construction;then,according to the questionnaires of teachers and senior students,we understood the attitudes of students and teachers toward modeling,the advantages of modeling,the main difficulties of modeling implementation,and the main difficulties of modeling in revision classes.Through the educational practice method,the experimental and control classes were tested before and after the implementation of the modeling teaching strategy,and the comparison of the results could visually understand the impact of the modeling method on the senior students’ performance,thus increasing the senior teachers’ attention to modeling.The results of the study were analyzed: The analysis of the questionnaire revealed that most teachers and students were more familiar with the physical model;most students were interested in modeling,wanted to carry out modeling activities,and were willing to actively participate in them;most teachers thought that modeling teaching strategies were very necessary and beneficial to classroom effectiveness and liked to teach micro-topics through modeling;the advantages of modeling teaching strategies were effective in understanding conceptual knowledge,systematizing fragmented knowledge,stimulating learning interest In practice,most teachers do not often carry out modeling in review classes and during exercises.The main difficulties are the lack of sufficient time,the inability to follow the teaching schedule well,the lack of materials needed to build models in the laboratory,the lack of active student participation,the lack of knowledge reserve,and the lack of support from higher levels.,lack of support from superiors.The results of the educational practice showed that the comparison of the pre-test and post-test data of the experimental and control classes could visualize the significant effect of the model building method on the performance of the senior students.By analyzing the shortcomings of the content of this study,reasonable teaching suggestions are proposed to provide useful references for front-line teachers in senior biology revision teaching.The paper concludes by providing suggestions for implementing modeling teaching strategies in senior biology teaching: hopefully,combining model building and thematic review combining model building and difficult breakthroughs,changing teaching concepts,tapping model resources,implementing curriculum concepts into teaching activities,and teaching to the students’ abilities.