Application Of Concept Map Strategy In Biology Teaching Of Senior High School

The new curriculum reform aims to cultivate students’ learning abilities and students will know how tolearn effectively. As a tool of organizing and characterizing knowledge, concept maps’ unique function inteaching stands out. A wide range of biology concepts formed the huge and complicated knowledge systemof biology. It’s difficult for students to grasp the points systematically and learn biology well as the result oflacking interests.It has been preliminarily applied in teaching and learning, especially in the subject ofscience.As a kind of effective teaching strategy, concept map strategy is introduced into the high school biologyclasses, which can improve the students’ learning interest and efficiency, and change the traditional way ofmemory. Teachers can make use of concept maps to organize teaching, and students can fully understandthe relations between knowledge points through concept maps, so as to complete the structure of theirknowledge.Based on the present research situations of concept maps at home and abroad and analyzes the definitionand significance., the author did teaching experiments with concept maps in teaching practices. The authorselected first-grade students in two parallel classes of Wuyang First Senior High School as experimentalsubjects. Take Class Six as experimental class, and Class Ten as control class. Then, the concept maps wereapplied in the teaching of experimental class, but not applied in the control class in order to study the effectof this strategy to biology teaching in high school. With the result of the questionnaire, students’ feedbackand teaching performance, we can see the actual teaching effect of the concept mapping in biologyteaching of senior high school.The results show that the concept mapping strategy work positively in improving students’ learning interest,helping students to sum up knowledge, and improving the students’ cognitive structure. Besides, thisstrategy can improve the students’ learning efficiency and grade to a certain extent. Concept map can bewidely used in every link of teaching. In the new lessons, teachers systematically teach students theknowledge with concept map and facilitate students to better understand and integrate knowledge, so as to achieve good teaching effect. In recitation, teachers can help students integrate the old and new knowledgewith concept map, and form a complete system, thus help students consolidates the knowledge. As tostudents, they preview before class. Using the concept map to pick up the relevant concepts can make themto be more likely to accept new knowledge. In the class, take notes with concept maps can reduce theburden of students to record teachers’ teaching knowledge system. After class, students review withconcept map and it helps students integrate the knowledge in memory and improve efficiency. In teachingevaluation, concept maps are used to help teachers accurately grasp the degree of students’ mastery ofknowledge, so as to adjust the teaching process. Students can also use concept map for self assessment,check out their own weaknesses, and make targeted review.Admittedly, there are also some problems in the use of concept maps, so this paper also analyzes the issuesand offers some effective suggestions. At the early stage of introducing concept map, some students couldnot adapt to the new teaching strategy and find it is difficult to make concept maps which are likely to leadto obstacles in implementation. However, as long as the teachers make patient guidance, concept map couldplay an important role in teaching step by step.