Research On The Application Of Concept Map Teaching Strategy In The High School Biology "Steady State And Environment" Module

In middle school teaching,concept map is a kind of chart tool which can effectively present knowledge.The knowledge in bioscience can't form a systematic framework system,which covers a wide range,and most of the knowledge is scattered and brings difficulties for teachers to teach and students to learn biology.In the process of teaching,if teachers use concept map teaching strategy,it will help students to develop good learning habits.Based on this,present paper will further explore the methods and countermeasures of using concept map teaching strategy in high school biology teaching.In this paper,18 teachers and 560 students of Baiyun District No.2 senior middle school in Guiyang city were investigated.Through questionnaires,we learned about the understanding,usage and recognition of the concept maps by our teachers and students.Teacher survey results show:1.Teachers have a certain understanding of the concept map,but the overall understanding is not enough.2.Low frequency of use and single scenario.3.Most of the teachers think that the concept map has a good effect and hold a positive attitude.Analysis of the results of the questionnaire:1.Students' understanding of the concept map is single,only on the surface.2.The frequency of using concept map is low.3.Students recognize the positive role of concept map,but it is difficult to complete it independently.In order to explore the effect of the concept map teaching strategy in middle school biology teaching,we implemented the concept map strategy teaching for 48 students in the second(5)class of the experimental class of the second high school in Baiyun District,Guiyang.The attitudes,self-learning ability and learning information of students in biology class before and after teaching were investigated.The survey results show that:students who are good at learning and difficult to remember the concept increased from 31.25%to 66.66%;the proportion of students who are good at learning and easy to remember increased from 6.25%to 22.91%.It fully shows that the teaching method of concept map improves the students' ability of recognizing and remembering when they study biology,and their fear and emotion are relieved to a certain extent.The change of attitude about self-study ability shows that the self-study ability of students is only 20.83%before the concept map teaching,and it is increased to 31.25%after the development.It can be seen that the concept map teaching scheme can improve the self-study ability of students.The students' self-evaluation on the improvement of performance shows that:the proportion of students who are very confident has increased from 4.16%to 25%,and the proportion of students who are not confident has decreased from 37.5%to 14.58%.The teaching of concept map is helpful to improve the students'self-confidence to a large extent.Through questionnaire,Interview,classroom practice,etc.,this paper will draw the following conclusions:First,with the help of concept map teaching strategy,the teachers can help students to change the traditional learning style,integrate the scattered knowledge points,form knowledge network,and make them truly understand the knowledge of biological science;Second,teachers can use concept map teaching strategy to significantly enhance students' performance in biology.Third,teachers can evaluate their own teaching work and adjust their existing teaching methods through concept map.To sum up,the effective application of concept map teaching strategy in senior high school biology teaching can improve the teaching effect of teachers,enable them to carry out biology teaching faster and better,on the other hand,it can improve the learning efficiency of students,enable them to complete independent learning and collaborative learning of biological knowledge.