The Application Of The Concept Map Teaching Strategy In High School Biology Teaching

Concept map is a kind of characterization, inspection, perfect knowledge of the cognitive tools, and its unique teaching function is increasingly obvious. I have a grasp on domestic and international status of applied research concept map, based on the study of teaching high school biology concept map strategy for the application of biology to student problem-solving capacity.First, the concept map related knowledge of the sort. Understood the concept map teaching strategy the role of teaching in biology and application of concept map in biology teaching and educational. Studied concept map as a teacher "teaching" strategy and students in "learning" strategy in high school biology. Compulsory subject for high school biology textbooks in-depth research and analysis, the concept map which can be applied to the content of teaching conducted a combing, drawing the corresponding concept map. And applied to classroom teaching and student learning in order to improve classroom teaching effectiveness, student comprehensive, analytical ability, to provide students with meaningful learning.Secondly, studied at the High School teaching and third year review of new courses in the application of concepts diagram biology teaching strategies on students problem-solving capacity. Parallel to the two grade two classes of students before and after the test results were significantly different to the average double the overall Z test (n>30). In the High School teaching in the new, experimental class of post-test-sharing 4.7 points higher than the control classes, Z=2.22(P<0.05), significant difference; in third year refresher course in the experimental class-sharing post-test higher than the control class 5 points, Z=2.56(P<0.05), significant difference. Shows that in two grades, through concept maps of teaching biology could improve students problem-solving abilities. Groups of students of different achievement levels of achievement for an independent small sample t test (n<30). In the High School teaching in the new, high post-test group divided equally five points higher than the pre-test, t=2.87(P<0.05), significant difference, low-post-test group sharing 2.5 points higher than the pre-test, but t=1.649(P>0.05), no significant difference. Show that the new High School teaching conceptual diagram used in improving the high-group problem-solving ability of students to biology teaching effectiveness significantly, while low-grouped students do not. In the third year refresher course, the high post-test group sharing four points higher than the pre-test, t=2.675(P<0.05), significant difference, low-post-test group sharing 4.9 points higher than the pre-test, t=2.470(P<0.05), significant difference. Show that the third year refresher course to improve the use of conceptual diagram of the high and low groups of students have significant biological problem-solving teaching effectiveness.In short, the application of concept maps in teaching help teachers sort out the knowledge, read textbooks, and improve the teaching effect. Concept maps applied to student learning, promoting meaningful student learning and cognitive changes in the structure to help students learn how to learn. Concept maps have been an immense value as a useful tool of science education and teaching.