Teaching Research Of Conceptual Change Of Key Concepts In Senior Higher Biology

National biology curriculum standard for general senior high school (experiments)advocates students understand the key concepts deeply. However, many teachers ignore theessential attribute of the concept of using other methods to help students consolidate andrecite the key concepts. Data show that students have already learnt science conceptsbefore the official has been given through a variety of ways with the views of the relevantconcepts, these views may not be accurate, the teacher in teaching students should payattention to the concept of pre-science conception, and take the appropriate teachingstrategies to help students from the pre-science conception into a scientific concept. Thisstudy attempts to focus on the senior biology to investigate the students’ level of thepre-science conception, analytical and select the appropriate teaching strategies forstudents conceptual change teaching and practice through classroom teaching strategies todetect the effect.This study used methods, such as literature review, questionnaire survey, and actionresearch, selected "life activities of cells need to continue to obtain and use energy, energyaccess and use of the enzyme can not be separated," the core concept for the study,prepared the relevant questionnaire for high school science classes conducted a pre-testsurvey, the results of the analysis to design and implement the relevant conceptual changeteaching strategies, by measuring the change in the effect on students’ concepts forverification.Results showed that conceptual change teaching strategies implemented to avoid theblindness of classroom teaching, help students to the concept of change, and thus deepenthe understanding of key concepts.