The Study Of Application And Effect Of Concept Map In High School Biology Teaching

Under the background of the new curriculum standard,the concept map teaching is an effective teaching strategy in senior high school biology teaching.This study collects relevant information on concept map teaching from domestic and foreign counterparts,and elaborates the research status at home and abroad.Based on cognitive assimilation theory,schema theory,constructivism learning theory,double storage theory and other basic learning theories,through literature analysis,questionnaires,experimental methods to study the implementation of teaching content,combined with my teaching experience and teaching cases,the implementation strategy of concept map teaching is analyzed.According to the design principles of concept maps,conceptual maps are designed effectively according to the teaching contents,which complement the students’ mastery of biological knowledge.Using practical cases to verify the practice results of concept maps in senior high school biology teaching,teachers teach students the skills of making concept maps in practice,and try to let students cooperate in building concept maps,and in the review class,teachers use concept maps to enable students to establish a lot of knowledge interconnection.In the development of teaching resources,we designed questionnaires about the learning status of biology before and after the experiment,questionnaires on the effect of using concept maps,and pre-test and post-test results.In organizational teaching,the statistical results of pre-test and post-test are obtained by using statistical software Excel and SPSS.The results of pre-test show that the learning level of the experimental class is similar to that of the control group,and there is no significant difference in academic performance.The results of post-test show that the students agree with the teaching mode of concept map,and there are significant differences between the two classes under the teaching model of concept map.The results of the experimental class are significantly better than that of the control class.In the implementation of the teaching experiment,taking the example of a new class “material transmembrane transportation” in Grade One and a revision class “Molecules that make up cells” as examples,the concrete practice process of concept map teaching is demonstrated.The teaching effect shows that the teaching strategies can be better applied in teaching practice.Therefore,the application of concept map teaching in teaching is scientific and reasonable.Concept map teaching can effectively enable students to grasp the relationship between concepts,better learn and consolidate biological knowledge,and help to improve biological scientific literacy.Practical cases leave valuable teaching experience for the future.It is hoped that the research on concept map teaching can improve students’ learning efficiency and provide reference and theoretical guidance for teachers in other teaching fields.