Teaching Practice Research On Constructing High School Biology Concepts By Using Experiential Learning Cycle

The 2017 edition of the "General High School Biology Curriculum Standards" took"content-focused big concepts" as its basic concept to better cultivate students' core literacy in biology.This indicated that the "biology concept" has become a content that cannot be ignored in high school biology classroom teaching.In traditional high school biology teaching,most teachers would express the existing biological concepts in the textbook to students due to the limitation of class hours.Students would learn passively about concepts and understand concepts more easily.How to help students construct biological concepts has become a research focus in biological teaching at this stage.Experiential learning,as a teaching concept and learning method with students as the main body,can effectively reverse the passive position of students in the classroom and allow students to experience the concept construction process in person.Therefore,this study applied the Experiential learning cycle proposed by Professor Kolb to concept teaching,and tested its feasibility and effectiveness in concept construction through empirical research.This subject used the literature analysis method to understand the research status of"experiential learning" and "biological concept construction",determine the theoretical basis of the thesis and complete the definition of related concepts.The interview method was used to further determine the current status and feasibility of applying experiential learning to the construction of biological concepts.From the interview results,experiential learning has great advantages in the construction of biological concepts.Next,the literature research method was used to create a teaching process of constructing biological concepts using the"experiential learning cycle" as a model,which included the following four links:concrete experience,introduce concepts;reflective observation,understand concepts;abstract conceptualization,integrate concepts;active experimentation,test concepts.Taking the Human Education Edition High School Biology Compulsory-1 chapter "Basic Structure and Function of Cells" as an example,the three experiences of "Composition and Function of Cell Membrane","Coordination and Cooperation between Organelles" and "Structure and Function of Cell Nucleus" teaching cases to carry out teaching experiment.This subject used two-tier diagnostic assessment,mid-term student exams,and student participation questionnaires to evaluate the effectiveness of experiential learning cycle in the construction of biological concepts,to provide some ideas for first-line teachers to carry out concept teaching on the basis of theory and practice.According to the three evaluation methods proposed above,the research results obtained:Experiential learning can effectively promote students' understanding of biological concepts;and help students internalize knowledge and improve academic achievement;at the same time significantly improve students' classroom participation.