The Present Situation And Practical Researching Of Applying Concept Map Teaching Strategies In High School Biological Teaching

Biology is a basic subject with a rich knowledge system.Disciplinary knowledge is the fundamental attribute of a discipline.Its knowledge system does not simply stack together the knowledge involved,but there is an inherent logical relationship.How to grasp the biology department The inherent logical relationship of knowledge,clarify the context particularly important of knowledge,and construct a knowledge system.Drawing a concept map is a process of organizing,sorting,and constructing existing concepts in the minds of learners and new learning concepts.It can help students master and understand biological concepts and promote students to build complete knowledge systems.I did the survey by taking 20 bio-teachers from seven high schools and 661 students of Grade 1 in Wudang High School in Guiyang as the survey object.the questionnaire surveys,we can comprehensively understand the current situation of applied concept maps in high school biology teaching,and select two parallel classes.As the research object of the practical teaching of the application concept map,the experimental class adopted the concept map teaching,and the regular class was used for the regular teaching.After the practice teaching,the two classes were independently constructed and the conceptual analysis and biological performance analysis and testing were carried out,and there was an objective evaluation on the effectiveness of the concept map teaching strategy in biology teaching and its impact on students' biological performance.Through the questionnaire survey of teachers and students,the results show that 73.97% of the teachers have a certain understanding of the concept map,but the survey results from the teachers who often use the drawing software accounted for 2.44% and the regular training of the concept maps accounted for 4.88%.Teachers do not have enough konwledge about the concept map,the degree of specialization,and the frequency of using the concept map are low,and the situation is single.The main reason is that the proportion of teachers who often use the concept map is only 22.76%,and 68.29% of the teachers are mainly reviewing.The concept map is used;the same students have insufficient understanding of the concept map,and the usage rate is low.Only 28.39% of the students can correctly understand the concept map,and only 16.13% of the students use the concept map to learn;most teachers and students agree with the concept.The graph has a positive effect.68.66% of the teachers and 46.45% of the students are interested in the concept map,and 95.12% of the teachers believe that the concept map can improve the students' general ability and organizational ability,and 75.48% of the students recognize the concept map has good results to the knowledge.After the practice teaching,according to the scoring standard of the concept map,the conceptual maps drawn by the two parallel classes and the students' biological scores were analyzed before and after.The results showed that the average scores of the conceptual maps drawn by the experimental class and the control class were 44.04.The scores were 38.51 points,and the independent sample T test,P=0.04<0.05,the scores of the conceptual maps drawn by the two parallel classes were significantly different,and the average scores of the front and back surveys drawn by the experimental class were 39.04 and 44.04 respectively.P = 0.02 < 0.05 by T test,also significant difference.And the concept map drawn at the end of the experimental class is higher than the mid-period in cross-connection,level and accuracy.At the same time,the biological scores of the two parallel classes were analyzed.The average score of the experimental class was 69.60 points,the average score of the control class was 67.64 points,and the T test showed P=0.47>0.05.There is no significant difference.indicating that the use of concept map teaching strategies in high school biology teaching helps students to clarify the relationship between concepts,build a knowledge system,improve the level of conceptual map drawing,lay a foundation for students to form a life concept,and to a certain extent Enhance the core literacy of students' biology.Combining the current situation investigation results and practical conclusions,the following suggestions are proposed for the existing problems:(1)Teachers should Strengthen the theoretical study of the concept map;(2)Teachers can do the demonstration work of drawing the concept map;(3)They should also Help students to get out of the misunderstanding of the concept mastery;(4)They may Focus on the students group Co-production concept map;(5)Teachers also can increase the application context of the concept map.