The Concept Map In High School Biology Teaching

In the early 1960s, Professor Joseph D. Novak and other scholars explored a new sort of instrument named concept map, according to the theories of meaningful learning and concept assimilation. The research found that concept map could be used as an instrument of teaching design in both new lessons and review lessons, to design learning resource and process. Teachers use concept map to organize learning resource and learning course, also improve the teaching performance. In the process of their learning, by painting concept map, students use laconic chart to exhibit complicated knowledge frame and present the affiliation of knowledge points which include the relation of the new and former knowledge, confirming the cause and effect affiliation, distinguishing concepts and others.Correspondingly, our country began to introduce in and research concept map form not long ago. The forepart researches appeared mostly in the areas of Hongkong and Taiwan. From 1999, researches gradually increase in the teaching technology kingdom in our mainland. Some scholars and experts have researched by numerous experiments and have made great achievements. Nonetheless, it has yet been brand- new to a lot people in China. There are quite a few disagreements in understanding concept map. Much research is limited in the theoretical field and there is lack of detailed operation, teaching patterns and criticisms . It is particularly in short of using in biology teaching in senior high school. The author here tries to reform the traditional biology teaching pattern by putting concept map theory into practice, on the basis of learning from the others' theories and ideas. In this way, I will do my best to pay more attention to the development of all students in an all-around way.The thesis uses the methods of literature research, investigation and experiment, etc. The following six parts composes this thesis:Part One is the brief introduction on concept map. In the theoretical perspective, the author displays the connotation and the research in this field home and abroad. In addition the author recommends the teaching function and facture method of concept map.Part Two covers a questionnaire on the implementing about concept map in the current biology teaching in a high school. This part analyzes using of concept map for the current biology teaching from both the teachers and the students' stand and the causes behind this phenomenon in order to stress the necessity of implementing using concept map in the biology teaching in high schools.Part Three is the theoretical research of concept map in biology teaching in high schools. The author mainly displays some basic theories of concept map and narrates the basic principles and strategies in using concept map. With regard to teaching practice, the author put an emphasis on the four basic patterns as followed: new lesson pattern; review lesson pattern; pattern; proposition patter; evaluation pattern.Part Four describes the practice of using concept map in biology teaching in high schools. By putting teaching patterns about concept map into practice and tests its feasibility and validity in the real-life teaching, this thesis shows the positive effects of using concept map in biology teaching in high schools in cultivating the students' activeness, interest and attitudes to learning, episteme structure as well as making achievements in their learning.Part Five makes a conclusion of the study.Part Six analyzes the problems occurred in using concept map and puts forward corresponding proposals.