| According to the requirements of the new curriculum concept,"biology curriculum standard for senior middle schools" emphasizes the renewal of curriculum contents,the optimization of learning methods and the improvement of evaluation methods in teaching.It also points out that,while advocating multiple evaluation,we should make full use of the traditional paper and pen tests.But the test no longer advocates the examination of the content of the memory,but emphasizes the examination of the thinking ability of the students' analysis and synthesis.Therefore,in the actual review of the college entrance examination,how to improve the teaching,improve the review efficiency and students' comprehensive ability is a common concern for the majority of teachers and students.As an effective strategy to help students build knowledge,concept map is widely applied in review teaching.However,in the implementation process,there are also some problems,for instance,it is difficult for students to build knowledge network and it fails to give full play to the status of students.In order to optimize effect of concept map strategy,improve the review efficiency,cultivate students' ability to discover and solve problems,the author attempts to combine the essence of college entrance examination review class in the concept map teaching strategy and complete process teaching mode,to be guided by the structured process problem of the students to construct knowledge network,put forward "the implementation of the concept of concept map teaching strategy" structured problems based on the review of college entrance examination.Based on the documentary research method,investigation and observation etc.,taking two parallel class students in Grade three as the research object,this paper applies the concept map teaching strategy based on structured questions in senior high school biology review teaching.Theresults showed that after 5 months of teaching practice,the scores in the experimental class were significantly higher than those in the control class,with a statistically significant difference(P<0.05),which indicates that this teaching mode is more effective in improving students' grades.The survey results showed that after the experiment,the average scores of interest and attitude,self-learning ability and reflective ability of the experimental class students were higher than those of the control class,respectively,and the differences were statistically significant(P<0.05).Most of the students like the teaching mode in experimental class,77.09% of the students think that the model can reduce the burden of students,and 68.76% of the students think teaching strategies based on conceptual graph structured problem helps to construct knowledge network,teaching strategy based on the concept of graph structured problems is recognized.The experimental results show that,in the review of college entrance examination,we should stick to and use the concept map teaching strategy based on structured questions,which can improve students' academic performance,improve their interest in learning,cultivate and improve their autonomous learning ability and reflective ability.At the same time,this study also points out that on the one hand,the implementation of the strategy will be relatively time-consuming and difficult for students to carry out in the initial implementation stage.Teachers should actively encourage and guide students,and on the other hand,this strategy also requires higher teachers' ability.It is expected that this study can be used as a reference for the selection of biological review strategies for the college entrance examination. |
PDF Full Text Request