Research On The Construction And Application Of The "Learning,Thinking,Discerning,Comprehending" Teaching Model In High School Biology

The implementation of curriculum reform,the advent of the information era and the promulgation of the general high school biology curriculum standards have put forward higher-level requirements for the cultivation of talents in China,while the practical dilemmas of applying cooperative learning mode in high school biology teaching have hindered the development of students to a certain extent.Therefore,it is of theoretical and practical significance to construct a scientific and systematic teaching model based on deep learning theory and cooperative learning theory in high school biology classroom to enhance the depth of cooperative learning.The study compared the studies related to biology teaching model at home and abroad through literature method.On this basis,the basis of the "learning,thinking,discerning,comprehending" teaching model in high school biology was analyzed.Then,on the basis of deep learning theory and cooperative learning theory,according to the educational policy basis and practical basis,the basic framework of the teaching model of "learning,thinking,discerning,comprehending" in high school biology was established,the basic operation process of the teaching model was set,and the basic elements of the teaching model was decomposed,including learning,thinking,discerning and comprehending.The teaching model highlights the following basic characteristics: selecting activities based on students’ perspectives,focusing on the teaching process’ s system design,building organic integration of depth and cooperation,highlighting the logically progressive learning process,grasping the deep interaction between teaching and learning.After that,the teaching model was applied to practice.The experimental class implemented the "learning,thinking,discerning,comprehending" teaching model in high school biology and continuously reflected and improved the teaching model through three rounds of educational actions,while the control class continued to adopt the traditional teaching model for biology teaching.The experimental and control classes were compared in terms of their critical thinking and problem-solving ability questionnaires,academic performance,and analysis of classroom learning records and interview records to illustrate the effectiveness of the practice.After theoretical analysis and practical testing,the study concluded the following conclusions: First,the "learning,thinking,discerning,comprehending" teaching model for high school biology is constructed;Second,the "learning,thinking,discerning,comprehending" teaching model for high school biology is effective overall and had a positive impact on students’ cognitive development of deep learning,which can improve their performance in biology to a certain extent,and significantly improve their critical thinking and problem-solving skills;Third,the "learning,thinking,discerning,comprehending" teaching model in high school biology can significantly improve the analytical ability of critical thinking;Fourth,the teaching model of "learning,thinking,discerning,comprehending" in high school biology has significant effects on problem solving attitude,problem solving methods and strategies,and problem solving quality;Fifth,there are differences in the effects of the teaching mode of "learning,thinking,discerning,comprehending" in high school biology on the problem solving quality of boys and girls.In response to the findings of the study,some pedagogical suggestions are put forward for biology educators to apply the "learning,thinking,discerning,comprehending" teaching model in high school biology: First,emphasize the training of students’ analytical skills and carry out cooperative learning based on independent thinking;Second,strengthen the guidance of cooperative learning process and guide cooperative inquiry to a certain depth;Third,permeate the training of biological learning methods and guide the use of multiple methods to solve problems;Fourth,pay attention to gender differences in problem-solving quality and apply educational principles to improve teaching.Finally,the shortcomings of the teaching model constructed in the study are summarized,in order to provide valuable references for the research and practice of educators in biology.