Generative Drawing Strategy In Biology Teaching In Senior High School Application Research

Generative drawing strategies refer to the way learners learn to translate important ideas in text into simple drawings based on a priori knowledge,and are learning strategies that integrate active processing and visualization and.A growing number of studies have shown that generative drawing strategies can enhance learners’ comprehension of scientific texts,but some studies have also pointed out that generative drawing strategies can increase learners’ extrinsic cognitive load.Biology,as an important science subject at the basic education level in China,contains many complex physiological structures and intuitively insufficient physiological phenomena and processes,which are usually represented as pattern diagrams and schematics in textbooks.However,so far,there is a lack of research on the application of generative mapping strategy in high school biology,and most of the studies only concern the effect of learners’ application of the strategy on the learning effect and its influence mechanism,ignoring the requirements of the method on students’ comprehensive ability and interest.Based on this,this study first analyzed the current situation of high school students’ application of the generative mapping strategy in biology at the internship middle school location through a questionnaire survey,including awareness and understanding,affective attitude,application,and problems.In addition,the study combined generative mapping learning with scaffolded teaching to explore whether providing external support can promote the learning effect of generative mapping strategies,aiming to provide new teaching ideas for front-line biology teachers.The study consisted of a status survey and a teaching experiment.The status survey was conducted in the form of a paper questionnaire among 40 teachers and 470 students in three general senior high schools;the teaching experiment was conducted with 268 senior high school students as subjects,using a single-factor(illustration learning,generative mapping learning,and supported mapping learning)between-subjects design to verify the effects of generative mapping strategies on students’ subjective experiences(cognitive learning)in high school biology teaching.strategy on students’ subjective experiences(cognitive load,learning engagement,learning satisfaction)and learning outcomes(knowledge retention,knowledge transfer),and to explore the role of providing support in the generative mapping learning strategy.The status quo findings are as follows:(1)Students have positive attitudes toward generative mapping strategies,but mapping levels are generally inadequate.(2)Students usually adopt generative drawing strategies for more familiar materials,and need external support such as guidance from others or textbook web image prompts to generate drawings when learning new content;(3)Teachers are not aware of and do not pay much attention to the application of generative drawing strategies in teaching.(4)Teachers lack systematic mapping training,and their mapping skills usually come from self-learning after work,and their overall mapping level needs to be improved.The experimental study showed that(1)applying generative mapping strategies in new lessons increased learners’ extrinsic cognitive load,reduced learners’ learning satisfaction,and affected learners’ transfer of knowledge;(2)combining generative mapping strategies with scaffolded instruction was conducive to enhancing students’ learning effectiveness,increasing learning satisfaction and learning engagement.In summary,it is essential to provide appropriate external support when applying generative mapping strategies in new classes.As a result,this study makes the following suggestions for teaching high school biology: first,conduct teacher mapping training to improve teachers’ overall quality;second,focus on blackboard mapping to improve classroom quality;third,focus on students’ a priori knowledge and apply mapping learning in after-class assignments or review sessions;and finally,combine generative mapping with scaffolding to carry out mapping instruction in multiple ways.