The Effectiveness Of The Concept Mapping Teaching For Senior High School Biology Conceptual Change

The biological knowledge contains a number of biological concepts,which are complex and different.And it is too difficult for students to link the concepts in biological knowledge to form a framework because the lack of coherence in knowledge node.Meanwhile,a new round of curriculum reform stressed that students should change the traditional learning method,such as rote learning,and biology teachers should try to cultivate students' learning abilities and initiative.The concept mapping strategy is a good means of teaching.It can promote the communication between teachers and students and improve the effectiveness of teaching at the same time.The subject were taken the photosynthesis for example.The traditional teaching and concept mapping teaching were chose to explore the effectiveness of two methods on the effectiveness of students' study.The object of the study was two classes of students from senior one: the concept mapping teaching were applied in the teaching of experimental class while traditional teaching applied in the control class.The research methods were literature research,questionnaire method,interview and quasiexperimental study method.Before the experiment,we collected the biological midterm grade of two groups and student' s interest in studying biological by the questionnaire.After the end of the course,in the teaching practice,students had a test about photosynthesis and interest questionnaire of studying biological.Besides,the students of experimental class did learning experience questionnaires and were interviewed.After the practice used SPSS software to compare and analyze(independent sample T-test)the test results,obtained the following conclusions:1.Concept mapping teaching could enhanced the interest of students learning biological;2.Concept mapping teaching could improve students learning achievement.Academic level,including memory,understanding and application three dimensions,academic level in the experimental group of the understanding dimensions were higher than the control group.3.Concept mapping teaching had different effects on different levels of students' achievement,the achievement was improved obviously in high-score group and mid-score group but had no influence on low-score group.4.Students hold a positive attitudes towards the concept mapping teaching strategy and showed their willingness to have more classes in this format.