Study On The Diagnosis And Transformation Of Misconception About "The Life Course Of Cells" Of High School Students

The concept of biology discipline is the essence and skeleton that supports the biology discipline.The practice shows that the mastery of the concept of biology is conducive to the cultivation of students' core accomplishment in the biology discipline.Scientific research shows that before learning new knowledge,students have a certain understanding and thinking about some knowledge and phenomena,among which the wrong understanding is called the misconception.These misconceptions may prevent students from mastering new concepts.Therefore,it is important for teachers to pay enough attention to concept teaching in teaching,probe into the misconception in students' minds,and take appropriate methods to help students transform the misconception into scientific concepts.On the basis of previous studies,this study investigated and transformed the misconception in the minds of high school students according to the sixth chapter of biology in pep edition.First of all,on the basis of reading and analyzing a large number of literature,I choose the appropriate research methods and sort out the research ideas.And on the basis of interviews with teachers and in accordance with the requirements of teaching materials and biology curriculum standards,the "cell life course” two-tier diagnostic test questionnaire was developed to investigate students' existing misconceptions,in order to find out misconceptions in the students' minds and the main reasons of misconceptions before learning this chapter.Secondly,a series of appropriate teaching strategies for concept transformation are proposed.Among them,an empirical study on the transformation of students' existing misconception in the section "cell proliferation" mainly adopts the 5E teaching model.Finally,the effect of concept transformation is verified by pre-and post – test results.Through the analysis of the questionnaire,it is concluded that there are indeed many misconceptions in the chapter of "the course of cell life",and the reasons for the students to generate the misconceptions are various,but the main reasons are influenced by students' previous study,students' life experience and students' thinking mode.Through interviews,it is found that most teachers in the front line do not pay enough attention to the misconceptions in students' minds and have limited countermeasures.The experimental study of conceptual transformation adopted in this study showed that,group cooperation strategy can effectively improve students' learning enthusiasm;comparative learning strategies can help understanding concepts,so as to achieve the effect of concept transformation.The use of concept map strategy can effectively help students clarify the relationship between many concepts and to consolidate the concept of memory.According to the results and combined with teaching practice,the author puts forward several suggestions: teachers should fully understand the importance of misconceptions,probe into the misconceptions existing in students,and prepare for teaching design;teachers should respect students' subjectivity in teaching,provide more opportunities for students to participate in classroom activities,improve students' learning enthusiasm,and prepare for the change of misconception concept;teachers should help students sort out the logical relationship between knowledge points and flexibly understand and firmly remember the concepts learned;teachers should improve the rigor of teaching and reduce students' misconceptions from the aspect of knowledge transmission.