The Influence Of Different Present Modes Of High School Biology Concepts On Students' Conceptual Learning Effect

The concept of biology is the basis of biology and the most basic unit of language expression in the field of biology.To a certain extent,students' learning of biological knowledge is studying of biological concepts and a system composed of biological concepts.In the 17 th edition of the new curriculum standard,it is clearly stated that the biology curriculum should be aimed at cultivating the core literacy of students.The grasp and understanding of concepts is the basic condition for mastering knowledge,cultivating ability,and developing intelligence.It is a guarantee for cultivating scientific literacy and innovative qualities.The grasp,construction,formation process and application of biological concepts all contribute to the formation of core literacy.Presenting the same concept in different ways will affect students' interest in learning concepts,attitude,cognitive load,and understanding of concepts to a certain extent.At present,there still exists a considerable part of teachers who lack in-depth research on the content taught,and the courseware used for many years but has not been updated.In the classroom,it is often the end to the end,and the new curriculum concept cannot be truly implemented.Based on these,this article expands the research on "the impact of different presentation methods of high school biology concepts on the concept learning",with a view to providing teachers with some theoretical basis and more teaching materials when choosing the presentation method of concepts.This research mainly includes two aspects,text research and practical research.In the text research,first,by consulting relevant literature,sort out the current research in the field of biology concept teaching and presentation,and analyze the problems and researching results that have been solved in the existing research.Based on these,combine my own researching problem and find suitable research methods and related theories;Under the guidance of the new curriculum standards and related theories,combine the textbooks to sort out the corresponding concepts in the compulsory "Molecules and Cells" of the senior high school biology compulsory education,and follow the new curriculum standards and Students' learning to set the teaching goals of specific concepts;collect different presentation methods(pictures,animations,models,demonstration experiments)with each concept,and analyze the characteristics of the presentation methods.In practical research,two equivalent classes are selected as experimental objects,and practical teaching of different concepts is presented.Through classroom observation of experimental classes,interviews with experimental class students,completion of related concept questions,and mid-term,Compare the results in the final exam to analyze the impact of different presentations of the same concept on students' concept learning.It is found that through research:(1)Different concepts have different characteristics,and the suitable presentation methods are different.(2)To a certain extent,the way in which concepts are presented will affect students 'construction of concepts,even if they are simple and understandable concepts.Presenting them in different ways will not affect the understanding of the classroom itself,but will affect students' thinking methods and students' learning interests.(3)Different presentation methods will reflect the characteristics of the concept from different angles.For the complex and difficult concepts,multiple presentation methods can be used to help students construct corresponding concepts.(4)Different students have different ways of thinking,so presenting them in the same way will have different learning effects for different students.Therefore,teachers should combine the characteristics of curriculum standards and concepts when choosing the way of presenting concepts,analyze the students' academic situation and the characteristics of the way of presenting concepts,and then choose the appropriate way of presenting to help students better construct the concepts.