Teaching Research Of Conceptual Change Of Biology Key Concepts

Helping student acquire scientific biological concepts is an important teaching goal. General senior high school biology curriculum standard (experiment) advocates teachers to help students understand the key concepts deeply. In the practical teaching, teachers usually mistake understanding concept for remembering biological terms and nouns, which causes students to understand concepts hardly. Due to lack of knowledge about conceptual change, teachers usually ignored influence of preconceptions, did not take full advantage of the existing view and ideas on some of the concepts. As a result, preconceptions of students can not be changed.In this study, we surveyed preconceptions of students, and then designed teaching strategies of conceptual change, at last test the effectiveness of these teaching strategies in teaching practice. In this study, we used method of literature analysis, questionnaire survey, experiment research. We obtained the research situation about conceptual change by retrieving, analyzing and arranging domestic and international research. We drew up questionnaires about "cell structure" which involved "cell summary","cell membrane and cell wall","cytoplasm" and "cell nuclear and prokaryote". This study chose a science class of senior two in Jinhua foreign language school, and then carried on experiment according to the teaching strategies based on preconceptions of students. After the teaching intervention, we tested the effectiveness on the basis of statistics of former and back measure.The results showed that students had preconceptions before learning the "cell structure", most of the students had a high level of preconceptions. These preconceptions mainly came from teachers and popular science literature, lack of background knowledge, life experience.5-step teaching of Driver, concepts cartoon teaching, analogy teaching, counter-example teaching, traditional conceptual change teaching could reduce the level of preconceptions of students, most of student could changed their preconceptions, but some of preconceptions still existed.The results indicated that teaching strategies of conceptual change could change the preconceptions of students into scientific concepts, some of preconceptions could be changed revolutionarily, and some should need more time to be changed, which exhibited gradualness.