Open AccessThe Application Research of Analogy in Science Teaching in Junior High School
Author(s) -
Wei Yu
Publication year - 2021
Publication title -
science insights education frontiers
Language(s) - English
Resource type - Journals
eISSN - 2644-058X
pISSN - 2578-9813
DOI - 10.15354/sief.21.s1.ab053
Subject(s) - analogy , connotation , mathematics education , class (philosophy) , quality (philosophy) , function (biology) , teaching method , computer science , psychology , artificial intelligence , epistemology , philosophy , linguistics , evolutionary biology , biology
The importance of resolving the problem of reducing students’ burden is to establish in the classroom. Through exploring the micro-research, the author found that the class must be delightful, enjoyable, and well-regulated so that students could be fond of learning, enjoy learning, and be good at learning. In teaching, appropriately using the analogy is one of the practical methods. The analogy can motive students to have learning interests, enlighten their thinking, and expand their horizons. Applying analogy appropriately can promote students to understand scientific concepts, principles, and regulations. In this way, students will improve their learning efficiency. It is significant to reduce students’ burden and improve teaching quality. This paper elaborated the application of analogy in junior high school’s Science teaching from four aspects: connotation, function, application principle, and development approach. From the micro-research of analogy, this paper aims to improve teaching efficiency, reduce students’ load, and provide other educators with examples.