Research On The Application Of Concept Construction In High School Biology Classroom Teaching

With the new curriculum reform and the rise of new teaching ideas in China,the requirements for classroom teaching are gradually improved,especially the learning of concepts.Concept is the basic element of knowledge and mastering concept is the basis of learning biology knowledge.Through the investigation,it is found that some local biology teachers directly give the concept in the classroom teaching,ignoring the formation and occurrence process of the concept.As a result,the effect of classroom teaching is not as teachers expected.However,a good concept teaching method can not only make it easy for students to understand and master concepts but also can arouse students’ interest in learning and enable them to participate in classroom teaching activities actively.How to conduct the concept teaching must combine with the new curriculum reform.That is to say,teachers should advocate and encourage students to construct the concept independently.Therefore,it is worthwhile to explore how to construct concepts in biology classroom teaching.In this paper,three high school biology teachers in Fu ping county were investigated and analyzed to understand the existing problems in the concept teaching of high school biology teachers and their understanding of concept construction.Based on this,classroom teaching reform was guided.However,due to the long-term influence of traditional teaching concepts and the lack of specific concept construction methods and theories,it is difficult to fully implement the concept construction.Secondly,this paper adopts the literature research method.Firstly,it elaborates the theory of concept and biological concept construction,and applies constructivist learning theory and meaningful learning theory to teaching practice.According to the current situation of concept teaching,in order to better carry out concept construction,the factors affecting concept construction are objectively expounded.The analysis is carried out from the perspectives of teachers and students.In addition,the history of biology,the study psychology of high school students,and teachers’ lesson preparation will all promote students’ understanding and mastery of concepts.This paper also adopted the action research method and applied the teaching design constructed by concept to carry out the practical research in the high school biology classroom teaching.Two students from the first grade of Yi-shan high school in Fu Ping county were selected as the control group and the second class as the experimental group.The control group implemented the traditional teaching design,and the experimental group implemented the teaching design of concept construction.Through interviews with teachers attending classes and analysis of the test results of the control class and the experimental class before and after teaching,the following conclusions can be preliminarily drawn: 1.The pre-test scores of the control class and the experimental class were not significant(P > 0.05),while the rear scores of the control class and the experimental class were significantly different(P < 0.05).The experimental group’s scores were better than the control group’s;2.Highlight concept teaching to make concept teaching more clear;3.Realize the optimization of biological concept teaching and achieve the effectiveness of concept teaching;4.In the teaching of concept construction,the classroom time is reasonably arranged,and the concept construction cannot be achieved in a hurry;5.The existing knowledge level of teachers is insufficient,and they cannot adopt different teaching methods due to the differences of students.Therefore,the teaching strategies of concept construction need to be deepened continuously.This study focuses on the concept to build applications in classroom teaching research,the purpose is to cause a biology teacher attention to the concept of teaching,for a line of teachers in the concept teaching provides some reference.But due to time and ability is limited,there are many shortcomings.I hope to improve my teaching in the future and optimize the teaching strategy of concept construction.