Practice And Research On The Exploration And Transformation Of The Pre-scientific Conception Of High School Biology

The biological concept is not only the essence of biological theory,but also the most basic biological expression.The learning of students' biology concept can mainly focus on understanding the core concepts of biology.The primary factors influencing the students' learning the core concept is his prior knowledge.Before learning biology concept,the students have got some related facts and objective understanding of biological phenomena,through daily observation and experience of life or television,network and other media.These ideas are scientific, one-sided, incomplete or even completely wrong, which is called pre-scientific conception. Teachers should timely diagnose of students in the learning of the core concept of pre-scientific conceptions, carrying out conceptual change teaching, helping students to construct the right core concept of system, in order to enable students to have a deeper understanding of the core concept.Combining domestic and foreign relevant researches, the research was to explore the pre-scientific conceptions of compulsory text book 3(PEP), chapter 2 the adjustment of animal and human life activities and the practice of its transformation.First, the researcher collected and sorted out the relevant literature on the change of the concept and pre-scientific conceptions, its definition,its origin and exploration method, and put forward his understanding of pre-scientific conceptions. Next, the researcher searched for the animal and human life activities of adjustment of pre-scientific conceptions by questionnaire investigation method(semi-opened questionnaires and two-tier diagnostic test), to analyze the causes of students' re-scientific conceptions, and to reveal the differences of the concept of science in the different levels of school. Again, according to the concept of “NN three steps change modes” the researcher developed and implemented a conceptual change strategy for the neural adjustment and examine and evaluate the effect of conceptual change.Research results showed that:(1)Students had different pre-scientific conception for the adjustment of animal and human life activities;(2)There was a significant difference in understanding the concept among students in different groups.Some of the subject score of the schools of A group was obviously higher than that of the schools of B and C group(p<0.01) in the two-tier diagnostic test,and some of others was obviously lower than that of the schools of B or C group(p<0.01). The total score of the schools of A group was obviously higher than that of the schools of C group( p < 0.05).The schools of B group hasn't significant difference.(3)The implementation of the concept change strategy could effectively promote the formation of students' scientific concept. After the concept change teaching, by contrast, the experimental class was much better than the control classes.Based on the above research, the researcher put forward suggestions: In the teaching practice, teachers should fully understand the importance of the pre-scientific conceptions,and develop appropriate teaching strategies to guide students to successfully complete the conceptual change, so as to promote the effectiveness of biological teaching.