The Research Of Conceptual Transformation Based On Metacognitive Theory Of Junior School Biology

The compulsory education stage is the beginning stage of students' systematic learning of biological concepts.In their minds,there are abundant biological concepts based on their daily life experience,that is,prescientific concepts.These concepts are either right or wrong.The correct pre-scientific concepts are favorable for the assimilation of concepts,while the wrong prescientific concepts will hinder the construction of concepts.According to the preparatory principle of teaching,it is very important for teachers to understand students' existing prescientific concepts and carry out targeted concept transformation teaching.In junior school biology,the concept of "bacteria,fungi and viruses" is a chapter content that students have more contact with in daily life and are relatively rich in prescientific concepts.In addition,it also occupies an important position in the system of biology knowledge in senior high school.Therefore,this study took junior two students as the research object,explored the students' pre-scientific concepts in this content through the questionnaire of open diagnostic questions and second-order diagnostic questions,and found that the students had rich pre-scientific concepts in their knowledge of "bacteria,fungi and viruses".In order to help students to change their false prescientific concepts,this paper builds a conceptual change model based on metacognition based on the conceptual change model proposed by posner et al.In order to verify the effectiveness of the teaching model,a teaching experiment was set up.The effect of conceptual transformation was compared between the experimental class based on pre-scientific concept survey and the control class based on traditional concept teaching.It is found that the effect of concept transformation of experimental class is better than that of control class.In addition,the comparison class of traditional teaching,while its original pre-scientific concept has not been effectively transformed,there is a new phenomenon of pre-scientific concept in the process of concept learning.