The Application Of Concept Map In High School Biology Teaching

In 1960 s,Professor Novak developed the concept map teaching strategy based on the theory of meaningful learning and conceptual assimilation in Cornell University.The concept map was originally used only for teaching evaluation.Later,educators found that students can simplify the complex knowledge structure by drawing conceptual maps in the process of learning,thus deepening the understanding of the concept of biology.The "molecular and cell",a compulsory course in high school biology,is difficult for students to learn.However,the relationship between concepts in textbooks is clear and clear,and it is easy to form a knowledge framework.Therefore,on the basis of the current situation investigation of the teaching material analysis and application,this paper analyzes the existing problems,puts forward the corresponding countermeasures,carries out the optimization design of the application cases of the concept map teaching,and further validates its feasibility and effectiveness through the teaching experiment,in order to promote the application of the idea map in high school biology teaching.For reference and reference.This thesis is based on the theory of cognitive learning,constructivist learning and meaningful acceptance of learning,and uses a variety of methods,such as literature method,investigation method,experimental method,textbook analysis method and case analysis method,in the process of research.In the course of the study,the author first systematically integrated the concept of concept map and its theoretical basis,and analyzed the research status of the concept map at home and abroad in detail,in order to provide the theoretical basis for the later investigation and experiment.Then the author systematically analyzed the "molecular and cell" of high school biology,which provided material source for the teaching of high school biology,and laid a theoretical foundation for the later investigation and experiment.This study selected 10 biology teachers and students in Shando ng's senior high schools as subjects.The present situation of the application of concept map in high school biology teaching is investigated from two aspects of teachers and students,and six problems are summed up: teachers have not paid enough attention to the utilization of concept map resources in the teaching materials;the application frequency of the concept map teaching strategy is less;the level of technical energy of drawing concept maps by teachers and students should be improved;concept map is the evaluation of the concept map.The frequency of application of the price method is relatively small;the knowledge system of the students themselves needs to be optimized;students' understanding of the function of the concept map needs to be improve d.Then,in view of the existing problems,six countermeasures are put forward,and the optimized design of teaching cases is carried out from three aspects of new teaching,review course and teaching evaluation,trying to provide reference for the teacher s to implement the concept map effectively.Then,the application of concept map in biology teaching in senior high school is studied.The concept map optimization design model is applied to the practice to test the feasibility and effectiveness of the concept map optimization design in the teaching,and it is proved that the implementation of the concept map optimization design teaching plays an important role in promoting the students' learning subjectivity,learning interest and learning achievement.Finally,the results of this research are summarized,and the great role of concept map in the future teaching process and its teaching significance are also prospected.