The Investigation And Study Of The Pre-life Concept Of High School Students

Senior high school students have already built up ample preconceptions of Life Science before they enter Life Science class.These preconceptions are partly from former study,whilst others are from life-practicing accumulation.In this case,a high school Life Science teacher should be eager to know what preconceptions do students bring into class,since this could mean significantly for choice of teaching methods and strategies.In the process of Life Science teaching,students’ preconceptions would transform into scientific conceptions,also would they form new preconceptions,influencing subsequent studies afterwards.Therefore,recognizing and studying preconceptions of Life Science possessing by senior high school students is an important subject within the research field of teaching senior high school Life Science.On the basis of document researching,utilizing content analysis and Survey research,this paper investigates and analyzes primary sources of preconceptions possessing by senior high school students;meanwhile;this paper practices and compares the diagnostic approaches for preconceptions,namely Certainty of Response Index(CRI),Two-Tier Diagnostic Test and Method of Synthetical Diagnosis.Further,by reviewing curriculum standards and textbooks of Life Science for Shanghai,applying Constructive Learning Theory,this paper summarizes contents and times for diagnosing preconceptions of Life Science possessing by senior high school students.According to research result,conclusions can be drawn as follows:(1)preconceptions mainly come from three sources,namely self judgement and reasoning,accounting 39.52%,senior high school Life Science textbooks,accounting 26.99%,and senior high school Life Science teacher,accounting 17.88%.These three sources make up for 84.38% of the totality.(2)Holistically,there are no salient difference amongst three grades,apart from individual exception.There is no difference between male students and female students,whilst salient difference exists between those students who choose Life Science as their Higher Education Entrance Examination subject and those who do not choose.(3)CRI adapts to rapid pre-class detection,whilst Two-Tier Diagnostic Test adapts to knowing the degree of how much do students understand concepts after class.(4)Diagnosing preconceptions should be conducted when preconceptions will be turning as the growing point of new concepts.According to research results,I would suggest educational researchers continuing developing diagnostic methods which adapt to Chinese education condition and compiling ‘preconceptions database’;Textbook editors and social medias should be more precise when spreading scientific conceptions;Teachers need to pay more attention to preconceptions and corresponding teaching strategies,as well as constantly improve our own subject knowledge attainments.Students should enhance their self-efficacies,turn negative study to positive study and cultivate endogenous motivations for self-development.