The Application Of Concept Map In The Teaching Of Biology

Biological science includes many biological concepts. Mutual connection related to different concepts set up a biological knowledge structure system. One of very important task for students to learn biology knowledge, in a sense, is to understand the relationship of different concepts and using them in practice. But most high school students still lacking the ability of combine the concepts and theory and form of knowledge system. Now most teaching researchers around the world have recognized that concept mapping strategy, as one kind of tool to organized and represent knowledge system, is an effective teaching strategy for students thinking and learning.From the analysis of literature references about concept mapping applied in biological teaching, we can found that many are focused on concept map using theory practical level and less on drawing concept map. We got only one literature what studies on training students the ability of drawing concept map from all reference we got. So it is our concerning about how to develop the students’concept map drawing abilities during the process of applying concept map into teaching practice. In this study, we put forward "procedural concept mapping strategy" based on our questionnaire data analysis and literatures survey. Its feasibility and validity in biological new teaching courses were researched. During the study, literature method, questionnaire method, control teaching experiment methods were used. Through questionnaires, the author learns that most students thought exercises related to concept map difficult and wants to promote the ability of drawing concept map, which provides a feasibility of our study.This experimental study was carried out in a key high school in Yangzhou Jiangsu Province. Two classes in grade one were choose randomly as test. Pro-test and questionnaire results proved that this two class we selected have no more difference on knowledge levels and the attitude toward concept map. During the experimental study, the concept graph is applied to the three stages of biology teaching:pre-class preview,in-class teaching, after-class conclusion while the control group use the traditional teaching methods. Other process variables were strictly controlled in the experiments.We selected knowledge in high school biological textbook module 1 "molecular and cellular in chapters 4,5, and 6 as our teaching contents, After-test results and questionnaire results shows that the "procedural concept map teaching" using in new teaching course is feasible and effectual. It is not only improved the students’ability on drawing concept map but also improve the students’biological exam grade compared with control class. Also, it has changed the experimental students’attitude toward the concept map. We found that they were more willing to use concept map to solve study problem.