Research On The Teaching Strategy Of Biological Concept In Senior High School Based On Concept Representation

The concept of biology is the cornerstone of knowledge in biology and the cells of thinking.In the middle school biology classroom teaching with core literacy as the purpose and goal of the curriculum,how to improve the actual effect of the biological concept teaching and exert the practical value of the concept teaching is an urgent problem to be solved at present.From the perspective of cognitive psychology,the correct understanding of concepts is the proper representation of concepts.This study used a self-made questionnaire to investigate the status of different concepts of high school students in two different schools in Fuzhou.The concept representation form was used to analyze the form of the concepts and the types,representations and internal representations of the concepts.The relationship discovered the characteristics of the biological concept characterization and the students' problems in understanding the concept.Therefore,corresponding teaching strategies were put forward.Finally,the proposed teaching strategy was put into practice.The results showed that the research was based on the concept characterization.Teaching strategies can significantly promote students' accurate representation of concepts and gain insight into the essential attributes of concepts.