Diagnosis And Change Of Misconceptions Of Respiration In Junior High School Biology

Based on the author's teaching experience for many years,this study finds that the concepts of the eighth grade students are often forgotten and confused because they can't really understand the concepts when they learn the relevant contents of respiration.Especially in the process of respiratory movement and the essence of respiration,because it happens inside the human body and cells,it is difficult for students to construct these knowledge through personal feelings and experience,which leads to students' inconsistency with scientific concepts after learning.In this study,we selected the contents of the second volume of the eighth grade of Zhejiang Education Edition,the respiration and the role of biology,and selected the eighth and ninth gra de students as the research objects.Based on the survey of 120 students in Grade 8 with semi ope n questionnaire,and the interview of the existing problems in the questionnaire,a four-tier diagn ostic test questionnaire was developed.Then 211 students in Grade 8 and 9 were diagnosed with the concept of respiratory confusion.Finally,the teaching strategy of concept transformation w as put forward.The questions of the four-tier diagnostic test questionnaire originated from the study of literature,the accumulation of students' mistakes and the accumulation of teachers' experience.Then a open-ended questionnaire was compiled and tested to collect relevant data and students' reasons.After interviews and preliminary surveys,the diagnostic tools of this study are finally formed.This study mainly diagnoses students' misconceptions on six topics: respiration,human respiratory system,human respiratory movement,gas exchange,the difference and relationship between respiration and photosynthesis,and the influencing factors of respiratory rate.There are 12 questions in the four-tier diagnostic test questionnaire,and 27 misconceptions are d iagnosed.It is found that students have more or less misconceptions under different subjects,and they concentrate more on the understanding of the process of human respiratory movement,especially in the process of inhalation and exhalation.Students have more misconceptions of dynamic changes of various structures.There are also many misconceptions of gas exchange and the essence of respiration.The study analyzed the causes of students' misconceptions,such as the lack of background knowledge,the influence of daily experience,the arrangement of textbooks and the choice of teachers' strategies and methods,which led to the formation of misconceptions when the students of eighth grade understood the relevant contents of respiration.This study also combines the theory of conceptual change and proposes 7E model,cognitive conflict,POE strategy,comparative teaching strategy,3D model and animation-assisted teaching strategy for students' existential misconceptions.Hope to provide appropriate reference and help for the teaching of front-line teachers.