This study uses educational action research to investigate the practical impact of cognitive context-based modeling instructional strategies in the teaching of biological concepts in high schools. The study recruited 57 high school seniors who were instructed in biology concepts in a traditional lecture-based classroom, using convenient sampling. Throughout the study, teachers used self-designed questionnaires and student classroom engagement observation scales to evaluate how often students previewed new concepts and their classroom engagement. The questionnaire results compared how often students previewed new biological concepts before and after implementing the modeling teaching strategy, revealing a significant increase from 20 to 38 students who consciously and frequently previewed new concepts. In addition, we performed a multivariate analysis of variance on the measured data obtained from the classroom participation observation scale under the two teaching strategies, which revealed significant differences in teachers effective coaching strategy, students response status and response quality. The key conclusion from this action study is that the use of cognitive context-based modeling teaching strategies in high school biology significantly enhances the frequency with which students preview new concepts and their classroom engagement. This research provides an empirical basis and valuable references to improve teaching approaches.