Research Of Junior Biology Factual Knowledge Support Concept Learning

With the deepening of curriculum reform,the importance of concept teaching becomes more prominent.How to carry out concept teaching to help students understand the concept,which is something we need to think deeply.Factual knowledge is a low level of abstraction and specific knowledge.Biological factual knowledge includes the biological terms,biological facts and biological phenomena.It is the basic knowledge and the universal element of biology.Factual knowledge is a‘scaffold' for comprehending concepts.It plays an important role in the concept teaching.Teachers need to use factual knowledge to help students understand concepts,master concepts,and form conceptual frameworks in teaching.In this study,we research the application of factual knowledge in junior biology concept teaching and put forward the core question ‘can biological factual knowledge promote concept teaching?'.This study takes the ‘correspondence between factual knowledge and conceptual knowledge' as the starting point of the study,and adopts the four steps of conceptual teaching ‘concept introduction,concept formation,concept consolidation,and concept deepening' to verify the effect of factual knowledge to the concept teaching.The author uses the literature method on the basis of reading a large amount of literature to explained the background of the curriculum reform as well as the factual knowledge,the application status of the concept teaching in China,and clarified the research issues of this research according to the research background.The theoretical review section elaborated on the main theoretical knowledge involved in this study,and laid a solid theoretical foundation for follow-up research.Using text analysis,the author combed the factual knowledge of some of the important biological concepts of junior.First,it is to sort out the important secondary concepts associated with the important concepts in the textbooks.Then sort out the general concepts corresponding to the secondary important concepts.And finally the factual knowledge corresponding to each general concept is combed.The teachers help students learn and understand the general concept by factual knowledge.And teachers help students to summary the secondary important concept.At last,the students grasp the important concepts,and form the conceptual framework.Assimilates the factual knowledge into the concept teaching of ‘concept introduction,concept formation,concept consolidation,concept deepening' among the four steps to help students learn and understand important concepts.and this part also present a complete teaching case to explain how factual knowledge supports conceptual teaching.The written teaching design will be implemented into the classroom teaching,and experimental study will be conducted on its effects throughexperiments.Through the comparison between the control group and the experimental group,factual knowledge will be helpful for the students to understand the construction concept.Based on the research results,the conclusions of this study were obtained,and appropriate suggestions were made based on the research process and conclusions.Based on the research results obtained the conclusion of this study,and according to the research process and conclusions of the study put forward appropriate recommendations.With the above research process,the main conclusions of this paper are as follows:(1)Helps to improve students' learning interest;(2)Promote students' understanding and mastery of concepts;(3)Improve students' ability to analyze and solve problems;(4)Develop students' scientific thinking and abstract thinking.