Practical Research On The Teaching Of Important Concepts Of Biology In Junior Middle School Based On APOS Theory

With the continuous accumulation of scientific knowledge,it is difficult for learners to learn such a large amount of trivial knowledge in a certain period of time.For this reason,the Biology Curriculum Standard for compulsory Education(2011 Edition)pays special attention to the transmission of "important concepts",enabling students to capture the basic principles and core knowledge of biology.However,in practical teaching,there are still many problems in the teaching of important concepts,especially the complex and abstract important concepts bring some difficulties to teachers' teaching and students' learning.Dubinsky and other Educator emphasize that students need to go through four stages in the process of constructing concepts,namely,activity stage(Action),process stage(Process),object stage(Object),schema stage(Scheme),abbreviated as APOS theory.This theory expounds how teachers should start with specific activities and gradually guide students to construct abstract and complex concepts independently.It is of practical value and significance to guide the teaching of important concepts of biology in junior middle school.First of all,this study makes a theoretical research on the APOS theory.Secondly,the relevant questionnaires and interview materials are used to investigate and interview junior middle school biology teachers in Guangzhou to understand the current teaching situation of important concepts of biology in junior middle school.and analyze the problems existing in the teaching of important concepts of biology in junior middle school,so as to provide a reference basis for the design of suitable teaching strategies and links.At the same time,16 important concepts in the first volume of the seventh grade of Biology of the people's Education Edition were screened by questionnaire,among which 5 were more complex and difficult to understand.Combined with the current situation investigation and related theoreticalresearch,this paper constructs the teaching strategies and links of important concepts of biology in junior middle school based on APOS theory,in order to help students better understand and master the important concepts of biology.In this study,two classes with similar conditions in Grade 7 were selected as the research subjects.The experimental class used the important concepts of biology teaching based on APOS theory,while the control class used traditional teaching.Through the research on the teaching practice of five important concepts of biology which are difficult to understand in the first volume of the seventh grade of Biology,and analyzing and summarizing them,we can draw the following conclusions:(1)It is feasible and limited for APOS theory to guide the teaching of important concepts of biology in junior middle school.(2)Compared with traditional teaching,biology important concept teaching based on APOS theory can improve students' learning ability of important concepts to a certain extent,in which there are significant differences in thinking ability and knowledge application ability.(3)Compared with traditional teaching,junior high school biology important concept teaching based on APOS theory can significantly improve students' learning emotion and classroom participation in biology.(4)From the comparative analysis of the academic performance of the control class and the experimental class,with the development of the relevant important concept teaching,the gap between the control class and the experimental class in the academic performance of biology and the average score of biology-related concept test questions gradually opened up.This shows that the teaching of important concepts of biology in junior middle school based on APOS theory can deepen students' understanding and mastery of related biological concepts and improve their academic achievement in biology.