The Practice Research Of Teaching Strategy Of Preconcept Transformation In Seninr Middle School Biology Teaching

The development of senior high school biology curriculum standards (experiment) will "improve every high school student’s biological science literacy" identified as the core curriculum standard implementation tasks. The formation of scientific literacy is based on scientific knowledge and methods, which is the fundamental unit of scientific knowledge and scientific concepts. Concept of biology students life experience and cognitive, that is, before they have some concepts, biology on student understanding of scientific concepts and learning have a major impact. Therefore to investigate students’preconceptions, and to change them into correct scientific concepts in the class teaching activities is very important.This study elaborates from the following four aspects:1. To introduce the production, development, and influence to science concepts of preconceptions in theory, summarized domestic and foreign scholars on modern teaching concepts of research and results. On this basis, we have provided theoretical support for changing teaching strategies of preconceptions.2. Using "To learn to teach" methods, to investigate the students preconceptions, summarizing students the concept of presence analysis concept nature and content, laying the Foundation for research and implementation of instructional strategies.3. "Experimental exploration ", "model", "concept map", "history of science" are four teaching strategies, we have chosen the representative teaching content as an example of the selected representative, prior to analysis and analyzed the concept teaching.4. Using key classes and other classes for teaching, students’interest in learning, and conpare learning, self-efficacy, the former concept testing and five biology midterm grades, By the average experimental results, analysis of t and p values to test concepts before teaching strategy in teaching practice effect.Study results showed that conceptual change instruction before implementing the targeted policy, by students from many different perspectives to stimulate student interest in learning, learning, self-efficacy also has significantly increased and improved. Meanwhile, different teaching situation can stimulate students’cognitive conflict, the former concept for students to scientific concepts, the students’academic performance has been significantly improved. Teaching tactics of concept before suggesting changes to transform students preconceptions of implementation is effective.