The Practical Reasearch Of Concept Mapping Strategy In High School Biology Teaching

The research takes the subject steady and internal environment as an example,which is from the biology of Modole 3 Senior high school student's Book.It discusses the application of concept mapping strategy in high school biology teaching.In the first part,this paper expounds the necessity of implementing concept map teaching in senior high school biology teaching from four aspects: the characteristics of high school biology,the cognitive characteristics of senior high school students,the significance of the new curriculum concept,the significance of concept map,The discuss the objective,the content and significance of the paper.And introduces the research object and methods of this paper.In the second part,define the concept map,and introduce on the studay of concept map teaching at home and abtoad.At last,the author analysis the problems and shortage of concept mapping strategy in hingh school biology teaching in china.The third part,the theory of Ausubel's meaningful learning theory,concept transformation theory and constructivism learning theory are expounded.The fourth part is about the contents of theModul 3–steady state and environmental,which is based on the concept map,and the concept of the concept map teaching is carried out by questionnaire survey,interview method and case analysis.The attitude of the students to the concept map is designed.Through the research,the author thinks,implementation of concept map teaching can improve students' ability to understand in a certain extent,to enable students to overcome the fear of learning biology class,implementation of concept map teaching in a certain extent,improve students' confidence and interest in learning of biology.In the fifth part,the paper summarizes the research,and points out the problems in the research and the problems that should be paid attention to and research.