The Application And Research Of Concept Maps In Senior Middle School Biological Teaching

In 2001,the eighth new curricula reform of the elementary education has spread all of our country. The most important point of the implementation of new curricula is instructional innovation. It is not only the innovation of the teachers' teaching concept and students' learning methods, but also the innovation of the curricula function, conformation, contents, implementation, appraisal and administration. In the biology teacher' instruction book which was published by the Zhejiang science and technology press has mentioned that the biology teachers should be adept in strategies of concept map. This shows that the advantages of concept map have become more and more obvious, and the concept map has become the highlight of research for lots of scholars. However, the research of the combination of concept map with other instructional strategies is very rare. Based on the good master of concept-map-applied teaching theories and practice domestic and abroad, to meet the needs of new curricula innovation, this research tries to supply a new effective, practicable instructional strategies which combines the concept map with other instructional strategies.There are four chapters in the paper as follow.In the first chapter,we clarify the background about the research subject, introduce the development history and the present research state of concept map in and overseas systematically, and then reveal long development history of the concept map research. In the basis of that, we put forward the study purpose and significance, the research contents and methods.In the second chapter,we expatiate concept map's teaching theoretical system, and reach a conclusion which the concept map teaching is propitious to improve students 'study effect from the theoretical aspects. Then we explanted the connotation and classification about the teaching model which this article has involved. In the third chapter,we analyses the application strategies of concept map in four teaching model like question inquiry teaching,self-study guidance teaching, target guide control teaching and sconce edify teaching, and design four teaching case to explain the specific steps.In the forth chapter, we conducted empirical study on whether concept map could improve students' study effect obviously. In this part we design two questionnaires as measured before and after. This questionnaire survey four aspects including students'study interests, learning methods, concept map understanding, relationship between knowledge. We choose experimental class and contrast in grade two of the second high school in JinHua. The longitudinal contrast is experimental class and itself, the transverse contrast is experimental class and contrast class. After a period of time, we detect the changes about students' grades and learning attitude.In the fifth chapter is about study conclusion and questions needing ponder. The research shows that concept map can help students to improve the learning interest, to change the studying method, to comprehend concept deeply and to construct intact knowledge system. When we use the concept map into our teaching, we should not exaggerate the teaching function of concept map, we should be adept in choosing appropriate teaching methods and so on.