The Construction And Practice Of The Teaching Mode Of "Doubt-thinking-discussing-drawing-exhibition" To Promote The Understanding Of Biological Concepts In Junior High School

Compulsory Education Biology Curriculum Standards(2022 edition)points out that it is necessary to meet the cognitive characteristics of junior middle school students,clarify their learning requirements,strive for students to have relatively sufficient time for active learning,so that students can understand deeply and apply important biological concepts,and develop core qualities.In order to construct a teaching model to promote the understanding of biological concepts in junior high school,this paper uses literature method,investigation method,educational experiment method,statistical analysis method and other research methods to carry out research on the understanding of biological concepts in junior high school.Firstly,through searching and consulting a large number of literature materials,through the analysis of domestic and foreign relevant research,to clarify the development of classroom teaching model,pointing out the shortcomings of the current teaching model in promoting concept understanding.Secondly,five biology teachers and 230 students in the first grade of Z Middle School in Ganzhou City were investigated to understand the actual situation of biology concept teaching and students’ learning of biology concept,so as to provide a basis for constructing a teaching model to promote the understanding of biology concept in junior high school.On the basis of literature review and practical investigation,starting from promoting students’ concept understanding,based on scientific theories such as constructivism learning theory and multiple representation theory,this paper constructs a teaching model of " doubt-thinking-discussion-drawing-exhibition " to promote junior high school biological concept understanding,and designs the operating process of the teaching model of " doubt-thinking-discussion-drawing-exhibition".Finally,two classes in Grade 7 of Z Middle School in Ganzhou City are selected as experimental objects,and the teaching model of " doubt-thinking-discussion-drawing-exhibition " is applied to carry out the teaching experiment.The results showed that the experimental group had higher scores in the three dimensions of biological concept understanding than the control group.In terms of academic performance,the experimental group’s average scores,passing rate and excellent rate of mid-term and final exams were better than those of the control group;In terms of students’ learning works,the number of grade A and Grade B works in the experimental group was higher than that in the control group.The teaching model of " doubt-thinking-discussion-drawing-exhibition " is conducive to promoting students’ concept understanding and improving their academic performance.