Research On Exploration And Transformation Of Biology Preconceptions In High School Under The New Curriculum Standard

The concept of biology is the condensing of biological knowledge and the essence of life science theory.In-depth understanding and flexible application of biological concepts are the cornerstones for students to correctly understand life phenomena and laws,and to creatively practice science.The General High School Biology Curriculum Standard(2017 edition)clearly puts forward the basic concept of "content-focused big concepts" and points out that teachers must also pay attention to the preconceptions in students' minds during the teaching process.In this study,the sixth chapter of the compulsory high school biology,"the life course of cells" is selected as the research theme.Firstly,a large number of literature were consulted to understand the research results about preconceptions and conceptual changes.Then,semi-open-CRI questionnaire and interview were used to investigate the primary preconceptions of freshmen in high school.Finally,the teaching design is carried out according to the preconceptions obtained from the survey,and the conceptual change teaching is implemented.Studies have shown that there are a large number of primary preconceptions before students learn the "Life Course of Cells".The author distinguishes between reasonable conceptions and misconceptions among these preconceptions.Reasonable conceptions are the basis for further study of students,which can promote the formation of scientific concept,while misconceptions run counter to scientific concept and hinder the formation of scientific concept.Relevant literature also shows that students still have a large number of secondary preconceptions after the formal class.The secondary preconceptions reflect the difficulties of teaching and reflect the stubbornness of preconceptions.Based on the students' preconceptions overall planning teaching strategy,the flexible use of conceptual change teaching mode for teaching design can make the entire teaching process detailed and targeted.Two classes with the same level of the preconceptions were selected as the experimental class and the control class and the empirical study of conceptual change teaching was taken in the section of "Cell Differentiation" as an example.The experimental class adopts the conceptualchange teaching method,while the control class adopts the conventional teaching method.Post-tests were conducted after the end of teaching practice.Analysis results of significant differences in experimental and control classes showed that experimental class were significantly better than control class.It is proved that designing teaching based on students' preconceptions,and choosing appropriate teaching modes and teaching strategies,can help students to realize concept transformation and construct scientific concepts more effectively.