A Study On The Application Of The Teaching Model Of Biological Concept Change In Junior Middle School

Biological concept is either the basic unit of the biology knowledge or the cornerstone of cultivating students’biology science literacy. While before the students learning new knowledge, its cognitive structure existed some misconceptions and error conceptions, which will affect the students to learn biology, conceptual changing becomes the core of the concept teaching in junior high school. Since the 1970 s, the western countries has emerged a large number of researches that on the concept of change teaching. However, our country lags behind the foreign research in the level, just stop at the concept of theoretical study, researches that combined a specific subjects to practical level are relatively small.Two research questions were solved in the research which tried to do something about conceptual change.To prove and change the currently teaching situation of junior high school biological; Study the effectiveness of promoting students biology concept transformation teaching in junior high school.This research is guided by the concept transformation theories in demostic and overseas, and this paper is based on the promotion in changing students’ prescientific concepts into scientific biological ones. This study analyzes papers and books related on conceptual change teaching adopts literature research, and elaborates selected topic reason in this research, moreover this research introduces the status, trends and the conceptual change model at home and abroad. Combining the basic idea of biology course and related literature research, it analyzes the influence of the biological teaching by the methods of questionnaire and interview survey, provides theoretical support for the research of this topic. And according to the analysis of the current mainstream concept change teaching mode, combined with the current shortcomings in the course of teaching biology concept change, I try to construct new concept of "teaching program" in order to suit the biology concept transformation, that is:first, setting question circumstances so as to expose students’ pre-scientific concepts, and then, through the provision of the connotation and extension of the concept disproving students’ pre-scientific concepts, analyzing and inducing them for purpose of rebuilding scientific concepts. Finally, this method is applicated in different situation and consolidated the new concept. This research adopts experimental approach in Dong guan Zhang mutou experiment teaching of high school for two months, for testing the validity of the concept of teaching model, causes the students’ learning process is more directional, which changes the teachers more targeted in teaching.Through the research of concept transformation teaching in theories and applied it in the junior high school biology teaching, this study solves two problems, namely: putting the conceptual change teaching in junior high school biology into effect can change the blindness of previous conceptual change teaching, change students ignore or not willing to study biological concepts. At the same time, the procedure of concept transformation makes for students in changing biology science concepts and constructing the scientific concept of biological system, improving the students’ interest in biology study and students’ ability in use of biology concept solving the problem in real life.