Practical Study On The Concept Of Life In Modeling In High School Biology

In the newly issued biology curriculum standard for senior high schools(2017 edition and 2020 Revision),the Ministry of education clearly points out that the direction and task of curriculum reform is to develop students' core literacy and realize the value of education and teaching.As one of the important contents of the core literacy,the concept of life is the premise to realize other core literacy,and it is also the biological content with the most essence and value.The establishment of the concept of life is mainly based on the teaching of detailed and cumbersome conceptual knowledge,and the process of concept construction is also the process of model construction.Therefore,this study attempts to apply model construction teaching in order to cultivate high school students' concept of life.This study defines the related concepts of model construction teaching and life concept through literature research,analyzes the relationship between them,and combs the research status of model construction teaching and life concept;Secondly,through the questionnaire survey method,we can understand the current situation of students' attitude towards life science and life concept.At the same time,we can use the interview method to understand the teachers' cognition of life concept and model construction teaching,as well as the actual situation of model construction teaching in classroom teaching,and analyze the reasons,On this basis,according to the way of forming the concept of life,this paper constructs the teaching implementation process of cultivating students' concept of life in high school biology based on model construction teaching;Finally,the educational experiment method is used to set up the control class and the experimental class for teaching practice.The experimental group adopts the model construction teaching,while the control group adopts the conventional teaching method to collect and analyze the data.The results show that there is a significant difference in the overall level of life concept between the experimental class and the control class,and the experimental class is significantly better than the control class,but there is not a significant difference in the specific dimensions,and there is no significant difference in biological scores.Therefore,the research draws the following conclusions:(1)the learning of life concept of senior one students needs to be strengthened.From the perspective of students,students' interest in learning is not high,they do not understand the connotation and essence of the concept of life,and the level of the concept of life is still at a low level.From the perspective of teachers,teachers' understanding of the connotation of the concept of life is vague,teaching means are single,or they prefer teaching method,and modeling activities are not often carried out.(2)The teaching strategy of model construction is suitable for building the concept of life.(1)Modeling preparation stage: select appropriate materials to build models according to different teaching contents.The first prerequisite for building models is to analyze the model objects;(2)Model construction stage: build a model framework around the essential characteristics,and advocate cooperative learning to jointly build models;(3)Test and improvement stage: carry out model evaluation and inspection according to the evaluation requirements,and provide opportunities for exchange and display to help students optimize and improve the model;(4)Application model stage: create complex situations to reveal the essence of life,sort out knowledge in the form of conceptual models,and deepen the concept of life.(3)Model construction teaching can improve students' understanding of life concept.Using the questionnaire and test paper,it is found that there is a significant difference between the experimental class and the control class in the level of life concept II,that is,the level of understanding,and the experimental class is better than the control class,while there is no significant difference between the experimental class and the control class in the level I,III,and IV,that is,the level of understanding,mastery,and application.(4)The influence of model construction teaching on students' biology performance is not obvious.The reason may be that the teaching time of model construction is short.In order to promote the follow-up research and facilitate teachers' implementation of model construction teaching,the following teaching suggestions are put forward:(1)Teachers should make clear the basic connotation of life concept and promote the construction of students' life concept;(2)Teachers should carefully design teaching links to give students the opportunity to show the communication model;(3)Teachers should strengthen the use of conceptual models to help students deepen their concept of life.