Junior High School Students Before The Biological Science Concept Exploration And The Practice Research Of The Change

Modern learning concept think people construct new knowledge and understand new knowledge is based on the existing knowledge. Learning is not only a simple information accumulation, but also a process of restructuring existing knowledge from experience and the knowledge from the environment. Before the formal study of biological knowledge, the students’heads is not blank; it requires teachers can’t ignore students’prior knowledge and experience, which is the "prescientific conceptions ". To reduce the blindness of teaching and ineffectiveness and promote the secondary school biology class teaching, teachers need to use a variety of detection method to gain the students’prescientific conceptions more accurate and timely, and carry on the change.Combining domestic and foreign relevant researches, I devoted to research on the prescientific conceptions of grade eight census chapter15"biological heredity and variation" under Su Jiao ban and transform the practice exploration as an example.First of all, collect and file related articles of prescientific conceptions and conceptual change, and put forward my own understanding of prescientific conceptions. Next, interview biology teacher for their opinion prescientific conceptions and how to get them, and search for the biological heredity and variation of prescientific conceptions by questionnaire investigation method (Two-tier diagnostic test and certainty of response index), count students in this chapter of prescientific conceptions, and distinguish between "the lack of knowledge" or have "wrong concept", reveals the different levels of schools about prescientific conceptions differences. Again, in view of the creature’s heredity and variation of prescientific conceptions, and put forward the concept of three NN modes changing three steps to students as the main body of scientific concept of change before strategy:former science concept reveal; Introduce new concepts, produce cognitive conflict; Review the new concept, form new concept schema. Change prescientific conceptions of the biological heredity and variation, and test and evaluate the effect of the conceptual change. It is suggested that the biology teacher should update their educational conception, fully understand the prescientific conceptions of objectivity existence, pay attention to the students’ subjectivity, and make full use of prescientific conceptions before conceptual change.