The Application And Research Of Concept MAP Strategy In The High School Biology Teaching

In biology course of senior high school,there are many knowledge points and complicated contents,which cause great difficulties to students' knowledge memory.In the middle school biology class,we often see such phenomena: students only listen to the teacher's lectures and write down the blackboard writing of the teacher on the blackboard,and they will not organize and integrate the knowledge points independently,resulting in many students saying that there are many biological knowledge points,which are difficult to remember and understand.The reason for this situation is that the main position of students is not really reflected in the teaching process,and students are not guided to actively participate in the knowledge arrangement before preview and the integration of the content after class.Biology learning in senior high school is different from the emphasis on memory in junior high school.In senior high school biology class,teachers often implement the "cramming" teaching mode,students only listen to and remember below,which is not only the dominant mode in senior high school,but also prevalent in primary and junior high schools.The "cramming" teaching mode ignores the main position of students' learning,makes students passively accept knowledge,and severely strikes the enthusiasm of students' learning.How to sum up the biological knowledge so that it can not only be applied to preview new courses and review old knowledge,but also to link the new and old knowledge learned,so as to make full use of it? The author applies the concept map teaching strategy to biology teaching practice,and explores whether the implementation of the concept map teaching strategy will play a positive role in students' learning style and learning effect.In the process of experimental research,the author chooses two classes of liberal arts and two classes of Science in Guangning No.1 middle school,Zhaoqing City,Guangdong Province,as the experimental objects.In the experimental class,the concept map teaching strategy is implemented,while in the control class,according to the conventional teaching,the application of the concept map teaching strategy in the teaching "whether to improve the students' performance" is studied.The results show that the application of concept map teaching strategy can make students integrate biology knowledge systematically,and when using concept map to review,students can connect the knowledge points of eachchapter and section together.In the process of independent combing,it is conducive to students' understanding of biological knowledge,and also fully enables students to change from passive learning to active learning,reflecting the purpose of the new curriculum standard: to reflect the main position of students' learning in the classroom.