Research On The Practice Of Changing Pre-Scientific Concept Of Biology In Senior Middle School Based On Life-oriented Teaching

The pre-scientific concept of biology,the foundation stone of students' learning scientific concept,is mainly formed in daily life before students study the biology course.And this concept is inconsistent with or even contrary to the scientific concept.However,in practical teaching,there is still a phenomenon that teachers pay less attention to the students' pre-scientific concepts,and most of them focus on directly teaching and indoctrinating scientific concepts,thus it leads to the monotony and lack of pertinence in classroom teaching,and students cannot have a thorough understanding of scientific concepts.Therefore,the optimization of senior high school's biology classroom needs to attach importance to the pre-scientific concept of students and urgent change of the traditional teaching methods.Under the background of complying with the trend of curriculum reform in our country,life-oriented teaching can combine education with life closely and change the disadvantages of the traditional teaching.Therefore,this study is devoted to exploring the effective life-oriented teaching strategies of transforming students' pre-scientific concept,aimed at optimizing the biology classroom in senior high schools and responding to the call of education returning to life,to give full play to the advantages of life-oriented teaching and make the classroom teaching highly efficient when it is line with the students' life.For this reason,the author mainly carries on the following work: first,the research background,the domestic and foreign present research situation,the research content,the method,the significance and the related theories are arranged and elaborated;second,by means of reading literature,communicating with the front-line teachers and tutors,teaching practice and so on,the paper formulates a life-oriented teaching strategies to change the pre-scientific concept of biology in senior high schools.Third,in Yanan Experimental Middle School at the first year of senior high school,Class1,Class2 was divided into the experimental class and the control class.Taking "inorganic matters in cells" as an example,a two-stage questionnaire is compiled to explore the pre-scientific concepts of students and to verify the effectiveness and efficiency of the teaching strategies.Fourth,according to the results of the experiment,the conclusions are drawed,and the views and suggestions are put forward aimed at biology teaching;fifth,this study is reviewed to find out the deficiencies and new research entry point.The main results of the study are:1.Combing the concrete contents of the pre-scientific concept of middle school students in the biology textbook of the required course one of the PEP edition in senior high schools;2.Collecting and organizing the life-teaching resources about Renjiao Edition 1 of high school biology;3.The strategies of changing the pre-scientific concept of biology in senior high schools are as follows: that is,exploration-process: exploration strategy of the pre-scientific concept,collection and arrangement of teaching resources;the strategy of revelation and transformation,including enumerating counterexample method,enumerating special case method and group discussion method,and the strategy of reviewing and strenthening scientific concept in class,including analogy method and setting up life situation method.After class strategy is divided into two kinds: after class practice and extracurricular investigation;4.The empirical study results show that: the students of the Class1,Class2 in Yan'an Experimental Middle School have more pre-scientific concepts about inorganic matter in cells.And based on the pre-scientific concept,implementing life-oriented teaching strategy can effectively change the pre-scientific concept of students and achieve the optimization of the biological classroom.Finally,the author suggests that school education should pay attention to the pre-scientific concept of students,and establish the pre-scientific concept database to realize the sharing of resources;In addition,the school should pay attention to the collection and integration of life-oriented teaching resources and lay the foundation for the implementation of life-oriented teaching;third,the school should Properly make use of life-oriented teaching strategies to achieve the effective transformation of pre-scientific concept.