Application Of PCRR Demonstration Model In Biology Concept Teaching In Senior High School ——Take "Molecules And Cells" Published By The People’s Education Edition As An Example

China’s newly revised " General High School Biology Curriculum Standards（2017 edition,2020 Revision）" puts forward new requirements for biology concept teaching.It proposes that teaching cannot be limited to the superficial learning of conceptual knowledge itself.Rather,the logical form,structure,and process of concepts must be understood.Combine scientific demonstration with concept teaching and allow students to go through the process of analyzing scientific phenomena,putting forward claims,evaluating data and arguing for claims like scientists.This can not only promote students’ deep understanding of concepts,but also improve students’ ability of scientific demonstration.Therefore,it is of great theoretical and practical significance to apply the demonstration model to concept teaching.On the basis of reading a large number of documents,this paper combed and summarized the research status of argumentation teaching at home and abroad.The model of argumentative teaching,biological concepts,and teaching biological concepts were also conceptually defined.All these laid a theoretical foundation for this study.And based on this,the following research methods were determined: literature research method,questionnaire survey method,semi-structured interview method,and educational practice method.Based on the above four research methods,this study carried out theoretical and practical research.In terms of theoretical research,the specific stages and application strategies of the PCRR demonstration model（Present,Critique,Reflect,Refine,referred to as "PCRR"）were analyzed.The concept teaching contents of the compulsory modules of Senior High School Biology,published by People’s Education Edition that are suitable for the application of this model were sorted out and selected.This paper put forward corresponding application strategies based on the PCRR demonstration model and applied the strategies to the teaching design.In terms of practical research,first of all,the author interviewed five front-line biology teachers in the internship school to understand the current situation of teachers’ cognition and application of argumentation teaching.Afterwards,two classes with similar grades,similar class size,and taught by the same biology teacher were selected.The author conducted a pretest analysis on the concept mastery and scientific demonstration ability of the two classes in order to determine the control class and the experimental class.In the next part,the author carried out the concept teaching based on PCRR demonstration model to the experimental class,and carried out the conventional teaching to the control class.After the practice,in order to understand the students’ learning attitude,interest and classroom performance and so on,the concept mastery and scientific demonstration ability of the students in the two classes were analyzed by post-test,and interviews were conducted on the effectiveness of classroom teaching for students in the experimental classes.Finally,the above data were analyzed and processed by Excel 2019 and SPSS 26.0 software.They can provide strong data support for the conclusions of this study.The conclusions of this study are as follows:（1）Front-line teachers’ cognition and application of PCRR demonstration model are insufficient;（2）PCRR demonstration model can promote students’ understanding and application of concepts;（3）PCRR demonstration model can improve students’ scientific demonstration ability;（4）There is a certain correlation between students’ concept mastery and scientific demonstration ability;（5）PCRR demonstration model can transform students’ learning attitude,improve classroom performance,and enhance their interest in learning.According to the above results,the author puts forward some suggestions for schools and teachers respectively.Suggestions for the school:（1）Introduce excellent reading materials related to argumentation teaching to enrich teaching resources;（2）Organize systematic training of argumentation teaching and carry out corresponding teaching and research activities.Suggestions for teachers:（1）Strengthen their professional quality,and improve their own demonstration ability and demonstration teaching skills;（2）Make rational use of pre-class and after-class,design demonstration activities flexibly;（3）Excavate materials suitable for demonstration,and organize the presentation mode and order of materials reasonably;（4）Enhance the pertinence and inspiration of problems,and guide them to question and reflect.