模型和模型方法的应用深远而又广泛，尤其是在现代自然科学中应用尤为突出。生物学科是一门旨在研究生命现象和生命本质的学科。在其形成和发展的过程中，模型起到了不可替代的作用。在高中教学中，模型方法最多应用于物理和数学学科。随着课程改革的推进，模型教学慢慢地渗入了生物教学领域。在我国最新颁布的《普通高中生物课程标准》中，第一次明确提出了要“了解建立模型等科学方法及其在科学研究中的作用，培养学生的建模思维和建模能力，领悟数学模型等科学方法及其在科学研究中的应用，培养学生的建模思维和建模能力，获得生物学的基本事实、概念、原理、规律和模型等方面的基础知识”[1]的要求。在高考考察的能力要求中，也明确了提出了“建立模型”的科学研究方法。但是，我国的研究大多集中在以下几个方面：展现模型教学的具体案例，总结教材中的模型知识和素材，阐述模型的概念、特征及功能等。很少有研究涉及到提高学生建模运模能力的方法研究。河南省于2008年跨入了全国的课改行列，时隔五年，如今高中生的生物建模运模能力如何？通过模型教学实践，能否找到一个有效提高学生建模运模能力的方法呢？以上是本课题重点研究的两个内容。首先，该研究通过查阅文献资料，以模型、生物模型、建模运模能力的基本概念切入课题。其次，该研究通过调查问卷和访谈法对高中生认识模型的基本情况及建模运模能力的现状进行统计分析。通过分析得到以下结果：学生对模型有一定的认识，但具有一定的片面性和不完整性；学生的建模、运模能力整体较差。在调查过程中也发现大多数学生的想象力较丰富，思维较活跃，有一定的创新意识，对生物学习有一定的兴趣，但是很难付出行动。介于调查结果，本研究尝试以认知学习理论、建构主义学习理论、兴趣和动机理论为支撑，采用文献研究法获得研究素材和方向，在行动研究中付出实践操作，并最终通过问卷测试使研究结果得以量化，更具说服力。在进行行动研究的过程中，侧重以下方面的操作：一是模型教学的渗透应依据授课类型、内容和年级等灵活应用，不要拘泥于某一个固定模式；二是向学生传授一定的模型理论知识并给予学生实践操作的平台，注重理论与实践相结合。研究结果显示：进行模型教学实践可以作为推行课程改革的一个重要途径，让学生的学习方法从本质上发生改变；进行有计划的、系统的教学实践活动，在讲授不同教学内容时有针对性地变换模型渗透方式，不仅可以有效的提高学生的学习兴趣和学习成绩，更重要的是可有效提高学生的建模、运模能力。

Model and model method has been deeply and widely applied, especially in the modern natural science. Biological science is a subject that aims to study the phenomenon and the essence of life. Teaching workers find that model plays an irreplaceable role in the process of its formation and development. In the high school teaching, Method is the most widely used in the physics and mathematics. With the advance of curriculum reform, model teaching is slowly seeping into the biological teaching. In the “ordinary high school biology curriculum standard”, the specific requirements are made clear that teachers should understand the model and its role in the scientific research, help develop students’ abilities of modeling thinking to grasp the basic facts, the concept of biology, the basic rule of biology and the elementary knowledge of model. The scientific research method of building models is also obviously put forward in the capacity requirements of the college entrance examination. However, most studies in our country mainly focus on the following aspects: some studies explore the concrete cases of model teaching and summarize the model knowledge and material in textbooks while others expound the concept, characteristic and function of the model. Few studies refer to the methods of improve the students’ abilities of building models modeling and applying them in practice. In 2008, He Nan province entered the ranks of national curriculum reform. Five years later, how are high school students’ abilities of building models modeling and applying them in practice transport mode? Through the model teaching practice, can we find an effective method of improving the students’ abilities of building models modeling and applying them in practice? The two main problems are what this research emphatically studies. First of all, through consulting the relevant literature and data, the research begins with the concept of model, biological models and anilities of building models modeling and applying them in practice. Then, the basic situation of high school students’ understandings of model and the present situation of building models modeling and applying them in practice are statistically analyzed through questionnaire and interview. After that we can get the result as follows: students have a certain understanding of the model, which is always one-sided and incomplete; meanwhile, students still lack the abilities of building models and applying them in practice. Through the survey, we also find that most students that have rich imagination, active thinking and certain innovation consciousness show a certain interest in biology study, but it is difficult to for them to put it into actual practice.Based on the results of the survey, this study try to use cognitive learning theory, constructivism learning theory, interest and motivation theory as the theoretic support. And both the research material and the direction are obtained through the approach of literature survey. Through the action research, the thesis gets the result, which is quantified by the questionnaire test to be more convincing. In the process of studying actions, the research stresses the following operations: First, instead of sticking to one fixed model, the penetration of modeling teaching should be flexibly used on the basis of teaching type, teaching content and teaching grade; Second, when teaching students the model theory of knowledge, teachers should offer students the practice operation platform for practice and operation. The research result shows that the modeling teaching practice can be used as an important means of carrying out curricular reform，by which students can change their learning methods fundamentally. Planned and systematic modeling teaching practice and transforming model infiltrators can not only effectively foster students’ learning interest, but more importantly, develop students’ abilities of building models and applying them in practice.