Action Research On The Formation Of Biological Idea In Senior High School Biology Concept Teaching

With the rapid development of science and technology,the scientific education in today's times also emphasizes the effectiveness more and more.The goal of scientific education is changing from focusing on the acquisition of knowledge to the cultivation of students' scientific literacy.Conceptual thinking is an indispensable high-level thinking in the process of aggregating fragmented information,solving practical problems and forming scientific literacy.The four core disciplines,the idea of life,scientific thinking,scientific inquiry and social responsibility are put forward in the standard of biology curriculum of general high school(2017 Edition).Among them,the idea of life is the first in the core literacy of the subject,and the idea of life has the most characteristic of the discipline,which is the symbol and key of the core literacy of these four disciplines.However,teachers still do not really enter the tide of teaching reform,their teaching still stays in the traditional concept teaching paradigm: pay more attention to connotation than extension,result than process,teaching than exploration,appearance than depth.In the era of cultivating students' core literacy,the teaching of biological fragmentation in high school must be reformed and traditional concept teaching must be transformed.So,in order to implement the core literacy of biology,the concept teaching that points to the formation of the idea of life will be an inevitable choice.The concept aggregator of the idea of life connects the related concepts and interweaves them into concept network,so as to realize the core literacy of biology discipline stimulate students to understand the content of science in depth.This study focuses on the idea of life,constructs the cognitive path of the idea of life and the implementation process of teaching biology concept in senior high school based on the concept transformation theory,knowledge structure theory and reverse teaching design theory.In the actual teaching,the author conducts three rounds of teaching action research on the idea of life in senior high school,and proves it is feasible to cultivate students' the idea of life in practical teaching by using the "process of teaching biology concept in senior high school which points to the formation of the idea of life".First,this study uses the literature method to sort out the research related to the idea of discipline,the idea of life and concept teaching,and defines the idea of life and concept teaching,and points out that the idea of life is a general understanding and understanding of life phenomena and life essence,and it is a high generalization of the relationship between concepts on the basis of biological facts and concepts or the core concept general and systematic interpretation of the concept.Secondly,this study takes S school as a case,through interview and classroom observation,to diagnose the problems in the teaching of biology concept in senior high school,and analyze and summarize the problems existing in the implementation of the core literacy of the "the idea of life" discipline.In understanding,the connotation of the idea of life is vague among biological teachers;in practice,teachers stay the traditional concept teaching category: lack of teaching process to promote students' self-construction the idea of life,lack of abstract generalization of concept relationship,and there are still some shortcomings in exploring the idea of life.Thirdly,based on the deep thinking of the diagnosis of the teaching problems of high school biology concept which points to the formation of the idea of life,this study constructs the theory system of biology concept teaching which points to the formation of the idea of life in senior high school,including the value,target orientation and content analysis of the teaching value,target orientation and content of the formation of the idea of life in senior high school,and based on the theory related to the subject idea,the reverse teaching design theory,the cognitive path of formation of the idea of life and the implementation process of biology concept teaching which points to the formation of the idea of life in senior high school are constructed.Finally,the author has carried out three rounds of action research by using "the implementation process of biology teaching in high school which points to the formation of the idea of life" in class X of grade 1 of S school.Through the step of "determining problems-making plan,action implementation-effect detection-summarizing and reflecting",the implementation of biology concept teaching in high school which points to the formation of the idea of life is improved and improved continuously,cultivate students to form "system view","structure and function view" and other idea of life.Through the deep summary and reflection of the whole research process,this study draws five conclusions: the idea of life is a structured cognitive system integrating knowledge,thought and consciousness;the idea of life is formed by schema construction based on biological facts and concepts;it needs to stimulate students' active cognition to cultivate students' idea of life in concept teaching students form the idea of life,which is based on the expression and application of conceptual understanding.Infiltrating the idea of life in concept teaching can promote teachers to reconstruct the teaching design.This paper puts forward four suggestions:curriculum standard should further clarify the basic connotation and specific content of the idea of life;normal education of biology should pay attention to the cultivation of normal students' idea of life;school should provide space for teachers to carry out the evaluation of the idea of life;biology teachers in senior middle school should consciously infiltrate the idea of life in concept teaching.