The Application Of Concept Map In Biology Teaching In Senior High School

With the development trend of basic education curriculum reform,from "important concept" to "content focus big concept",China has been focusing on strengthening the learning of subject concept and the cultivation of core literacy.Biology is a knowledge structure system established by many biological concepts and their interrelations.Understanding and memorizing biological concepts is the basis of cultivating the core literacy of the discipline and the key to concept learning.Concept map can rearrange and organize the new and old knowledge,achieve the goal of knowledge simplification and network,and provide convenience for teachers' concept teaching and students' concept learning.Therefore,this study aims to strengthen the concept teaching as the basis and promote the formation of core literacy.Based on the analysis of the teaching materials of compulsory 1 of senior high school biology and the investigation of the application of concept map in senior high school biology teaching in Shihezi area,Xinjiang,it analyzes the existing problems and puts forward the improvement measures,further explores the effectiveness of concept map in senior high school biology practice research,and provides the following biological teaching research Teaching experience.Firstly,this paper analyzes the 2017 curriculum standards,concept map and other relevant literature by using the literature analysis method to understand the theoretical basis of concept map;secondly,it studies the senior high school biology compulsory 1 module from three aspects: biological concept combing and analysis,compulsory module self-test concept map exercise statistics,practice teaching content concept map type division,and confirms that the concept map is in the The importance and applicability of biology teaching in senior high school.Then,by using the method of questionnaire survey,we investigate the situation of senior high school biology teachers and students in Shihezi area of Xinjiang in terms of understanding,evaluation and application of concept map,understand the current situation of the application of concept map in teaching,analyze the problems existing in the application of concept map in actual biology teaching,and put forward the corresponding countermeasures for improving the application of concept map in combination with the local teaching situation;then,we will change Based on the concept map as the main learning tool in biology teaching experiment,different concept map strategies as independent variables,students' biological performance as dependent variables,explore the effectiveness of concept map on high school biological performance.Finally,combined with the current situation of concept map and the effect and experience of experimental teaching,put forward some appropriate suggestions for improving concept teaching,with a view to education Workers provide reference and reference.The results show that most teachers and students have a better understanding of the concept map,and have a positive attitude towards its application in teaching.They agree with the cultivation of the concept map of life and scientific thinking in teaching and the improvement of learning efficiency.The main problems are as follows: the professional training frequency of the teacher's concept map strategy is low;the teacher's understanding of the core literacy of the concept map training discipline is insufficient;the skills of teachers and students to draw the concept map need to be improved;the initiative of students to build the concept map is low;the teaching of students' knowledge and concept system is weak.In view of the problems existing in concept map,the paper puts forward the Countermeasures: carrying out the thematic training of concept map and subject core literacy;increasing the use frequency of concept map and improving the drawing skills;reasonably selecting concept map and improving the learning efficiency.After that,we optimized the teaching for the research objects,and the specific experimental conclusions are as follows:(1)the concept map has a certain promoting effect on the students' biological performance;(2)the gender of the students has no significant difference in the students' biological performance;(3)the concept map has a different promoting effect on the students' performance in different level groups,and the main purpose is to promote the teaching effect of the middle and low level students most significantly;therefore,we can see that the summary in the classroom The concept map of link application can promote students' biological performance.At last,the application and practice of concept map in biology teaching in senior high school are summarized.Based on the practice teaching of concept map,some suggestions are put forward for the concept teaching of biology course:(1)take the important concept as the core,choose the appropriate teaching strategy;(2)take the students' cognition as the path,construct the reasonable concept framework;(3)focus on the core quality of the subject,create The presentation of new concepts.The purpose of this study is to provide a kind of teaching reference or reference for concept teaching research by using concept map,so as to promote the application of concept map in biology teaching in the future.