·The application of cognitive structure assimilation theory in biology teaching 1. The basic content of cognitive structure assimilation theory Cognitive structure assimilation theory believes that when students engage in new and meaningful learning, they must have appropriate skills The original cognitive structure of new knowledge learning, student learning is a process of assimilating and developing their own cognitive structure. The essence of assimilation is the interaction of old and new knowledge. It is not only the psychological mechanism for acquiring new knowledge, but also the psychological mechanism for maintaining new knowledge. Ausubel proposed three different modes of interaction between new and old knowledge based on the different levels of generalization and inclusion of new knowledge and original knowledge (ideas) in cognitive structures. ①Learn from the upper level. The original ideas in the cognitive structure are at a lower level of generalization and inclusion than the new ideas to be learned. For example, based on the known characteristics of wheat, rice, corn and other plants, the concept of monocots can be summarized from them. The result of the interaction between old and new concepts is the acquisition of new superordinate concepts. ② Subordinate learning (also called generic learning). The level of generalization and inclusion of original ideas in the cognitive structure is higher than that of new ideas to be learned. For example, the concept of monocots is known, and rice, corn, and wheat are known to be examples of monocots. Now we want to learn new examples of sorghum being a monocot. ③Parallel learning. The new concept to be learned does not have a superior or inferior relationship with the original concept, but there is a consistent relationship with each other horizontally (Figure 1C). For example, by comparing the relationship between respiration and photosynthesis, we can learn about the connection and difference between photosynthesis and respiration. The result of the interaction between new and old knowledge is a new combined meaning. 2. Application of Cognitive Structure Assimilation Theory in Biology Teaching The process of students learning biology is a process of transformation and construction of cognitive structures, as well as an assimilation process of cognitive structures. Therefore, teachers must design teaching based on students’ original cognitive structures to help students construct good cognitive structures. 1. Teaching based on the original cognitive structure Ausubel famously said: "If I had to reduce all educational psychology to one principle, I would say that the single most important factor affecting learning is What do learners already know?" and pointed out that "teaching should be based on students' original knowledge." It can be said that this is the most basic principle of using assimilation theory to guide biology teaching. In teaching, understanding students, choosing teaching methods, teaching models and teaching strategies must all follow this principle. (1) Understand students’ original cognitive status. Before class, teachers should fully understand students' existing knowledge, especially the mastery of existing concepts and principles that are closely related to new knowledge. This is the basis for selecting effective teaching strategies and methods when designing teaching. At the same time, due to differences in students' cognitive methods, learning styles, and personality characteristics, their understanding and feelings of the same thing will not be exactly the same, which makes the cognitive structures constructed by students diverse or specific. Therefore, the individual differences of students' cognitive structures must be fully taken into account when designing teaching, and flexible and diverse teaching methods and teaching strategies must be adopted to promote students to successfully achieve assimilation of cognitive structures. In teaching, students' original knowledge status can generally be understood through pre-class questions, diagnostic tests, etc. Students' cognitive methods and learning styles can also be understood through daily observation and psychological questionnaires. (2) Pay attention to the connection between old and new knowledge. In teaching, we must be good at transitioning from existing knowledge to new knowledge, and explaining the internal connections and differences between new knowledge and existing knowledge, so as to facilitate students' assimilation and learning. First of all, when designing the introduction, we must not only consider whether it can arouse students' interest in learning, but also pay attention to the connection between old and new knowledge, and use the method of reviewing the past to learn the new. For example, when studying respiration, you can ask that green plants convert light energy into chemical energy stored in organic matter through photosynthesis, and the life activities of plants are inseparable from the supply of energy at all times. So, how is the chemical energy stored in organic matter released to support plant life activities? This introduces respiration. This not only summarizes the old knowledge learned but also introduces new knowledge, connecting the previous and the following, making it easier for students to understand the connection between photosynthesis and respiration. Secondly, in the teaching process, comparative methods should be used to fully reveal the connections and differences between old and new knowledge, use the old to promote the new, and use the new to bring the old, to help students master and understand knowledge. For example, the section "Cells" in high school biology describes The structure and function of chloroplasts and mitochondria are relatively abstract, but the subsequent "Metabolism of Green Plants" focuses on the related photosynthesis and respiration. When designing teaching, we can seize the close connection between old and new knowledge. In the previous study, students can focus on mastering the distribution and structural characteristics of enzymes and pigments in chloroplasts and mitochondria. When studying photosynthesis and respiration later, they should first use Review old knowledge for a certain period of time, so as to combine the old and new knowledge, making it easier for students to master knowledge such as the light reaction and dark reaction in photosynthesis and the place of aerobic respiration, and to understand the biology of the adaptation of structure and function. Basic principles. (3) Choose a constructive teaching model. If students' learning is the process of assimilating new knowledge and constructing new cognitive structures using their original cognitive structures, then teachers' teaching should follow the cognitive structure constructive teaching model.

The basic idea of ??this model is to find the original relevant knowledge that assimilates the new knowledge into the students' cognitive structure, and through thinking processes such as analysis and reasoning, connect the new knowledge with the original knowledge, and then summarize the new knowledge. regular knowledge and reconstruct new cognitive structures, and then by applying new rules,