Conceptual Change Teaching Strategies In High School Biology Teaching Application Research

The curriculum put forward an idea that we should cultivate the students'biological science literacy. Generally speaking, it refers to biological knowledge and related emotional attitude values when we solve actual problems.Therefore, the level of individual biological science literacy reflects the control and using ability to the core content of biological, and on this basis,the ability to constantly improve their own comprehensive quality. The core concepts of biological science literacy refers to the core in biological disciplines. And students understanding of these core concepts are often incorrect or understanding is one-sided, investigate its reason, in addition to the students before learning obtained by life, and is limited by the scope of knowledge in the process of learning teachers having to give the concept of content. Conceptual change teaching which the author studies focuses on the concept of change caused by the latter. In addition to review what we have learnt,the author thinks the most important thing is to put all the denotation and connotation of the concept together, and associate each concept and related concept to make it more fulfilling, and indicate the whole of the organism in the biology research. For students of senior three, on the other hand, concept transformation is the effective measure to help them succeed in the face of the college entrance exam. From the perspectives of their college entrance examination, as the revision of the new course target detection, the proposition that the college entrance examination questions tend to display the forefront scientific knowledge and understanding of the principle of the scientific research, including the cutting edge of knowledge is the carrier, and they examine the content of the basic concept, principle and rule in the textbook.Putting these basic concepts, principles and rules of the process together marks the success of the concept of change. So in senior students' teaching, the transformation of teaching of related concepts is more advantageous to the development of the students. The author hopes this study contributes to the revision for biological first-line teachers of senior high school.Based on the reference of related research and literature at home and abroad, according to the characteristics of the senior students' teaching content and the level of mastered concept, researchers design to write the two typical teaching cases and applied to the specific link of classroom teaching,aiming to change the students' interest in biology study and attitude, change the previous habits of rote learning, enhance a better understanding of the concept and promote the ability of problem solving, to attend the university entrance exam. The author regards senior students in Yangcun No. 3 High School in Wuqing District, Tianjin, as the research object. Through sampling allocate,the author controls the starting level of the matched classes and experimental classes who took the survey, to ensure the consistency of the independent variables. Contrast class of conventional teaching methods, experimental class teaching in due course will use the concept of transformation of the mode of teaching. Experiment time is one semester. At the end of the semester, the author capture three aspects, including the individual student's study interest,academic performance and learning autonomy and then do the comparison between the two classes. Preliminary results show that: some of the students made progress in three aspects, such as, Quanyang in class 9. Experimental classes are more significant than that in comparative classes in biological interest,appearing extremely significant difference (P < 0.01), which illustrates the application of conceptual change in teaching can improve students' interest in learning the biology. Second, the academic performance of experimental class is obviously better than that in comparative classes, students' academic achievement appearing significant difference (P < 0. 05), indicating that concept transformation in the application of teaching can improve students' academic performance. In terms of students' learning autonomy, after-measuring result of experimental classes is much better than that in comparative classes (P <0. 05), which can illustrate that the application of conceptual change in teaching has a significant impact on senior students' autonomous learningStudies concluded that: in the biology teaching of senior three conceptual change teaching is feasible. Conceptual change teaching has obvious promotion effect on students' academic performance, learning interest and learning autonomy to the whole class, especially on poor student.