First, build a physical model to make knowledge visible and intuitive.
Physical model directly expresses the characteristics of cognitive objects in the form of objects or pictures. The most famous model in the textbook is the double helix structure model of DNA molecule constructed by Watson and Crick.
Let the students build their own eukaryotic cell model. The textbook does not specify specific materials and appliances, but lists detailed activity steps, leaving sufficient space for students to exert their creative potential and for teachers' creative teaching. After learning the structure and function of cells, let students make models of animal and plant cells in the study group after class. After the students finish, in class, let each group show their own models and explain the structure represented by the selected materials of each structure and the reasons why it embodies its functions. Let the students in other groups find out the problems in making models and give better suggestions. This will help to enhance students' perceptual knowledge of cell microstructure and understanding of relevant theoretical content, and stimulate students' thirst for knowledge.
Through the construction of this first model, students' enthusiasm, initiative and creativity are fully exerted. Work independently and cooperate with each other according to students' own ideas. In the production process, they master the principles of scientificity, environmental protection and accuracy of cell models, understand the structural and functional characteristics of cells, experience the happiness of success, better grasp the structure of cells, build knowledge networks and activate abstract knowledge. The fluid mosaic model of biofilm, the double helix structure model of DNA molecules and the production of ecological tanks are all intended for students.
Second, build a conceptual model to sort out the internal relationship between knowledge.
Conceptual model refers to a model that abstracts the essential characteristics of things with words. Many of our students have such a problem: they have a good grasp of individual knowledge points in the textbook, but there are always many "unexpected" problems when doing comprehensive questions. The reason is that they can't connect related knowledge quickly, and building a conceptual model can change this situation.
In biology teaching, the quality of review class mainly depends on whether the teacher can effectively summarize and summarize the courses taught. In fact, in the review class, by constructing a conceptual model based on the internal relationship between knowledge, the purpose of effectively summarizing and summarizing the courses taught can be achieved. The conceptual model constructed in this way helps students to grasp the internal relationship between biological knowledge and achieve the effect of comprehensive learning. The main content of biology teaching lies in expounding the forms and laws of life movement. Life movement belongs to the most complex operation form in nature, and only by incorporating it into a system or model can we truly understand the relationship between elements. Therefore, in the practice of biology teaching, it is helpful for students to grasp the knowledge points from a macro perspective, and at the same time correctly understand the connections and differences between knowledge points, so as to achieve twice the result with half the effort.
Third, build a mathematical model to reveal the essence of the problem.
Mathematical model refers to the mathematical form used to describe a system or its properties, such as the curve of DNA content change during mitosis, the curve of enzyme activity changing with pH, the response curve of different organs of the same plant to auxin concentration, and the ratio of 9: 3: 3: 1 in Mendel pea hybridization experiment. The general steps of mathematical model construction are: observing the research object, asking questions → putting forward reasonable assumptions → expressing the essence of things in appropriate mathematical forms according to experimental data → testing or modifying the model through further experiments or observations. In teaching, we can take the example of "establishing a population growth model" in the section of Steady State and Environment of People's Education Edition to guide students to establish a mathematical model of Nn=2n, and then draw a graph. On this basis, we can establish a mathematical model of "J" population growth in an ideal state NT =
At the same time, through the integration of science and mathematics, it is conducive to cultivating students' concise and rigorous thinking quality. Through the construction of mathematical models, it is conducive to students' understanding and mastery of knowledge, and it also makes students realize that there are many phenomena and laws in biology that can be expressed in mathematical language, which well cultivates students' logical thinking ability.
Modeling has become one of the contents of biology teaching in senior high schools. To some extent, modeling and understanding models are effective tools for students to understand and master biological knowledge. It can be seen that model construction plays an important role in senior high school biology teaching, and senior high school biology teachers should effectively use this teaching method on the basis of realizing this.