| The "Compulsory Education Biology Curriculum Standards(2011 Edition)" promulgated by China clearly puts emphasis on the study of important concepts.In the "New Generation Science Education Standards" issued by the United States in2013,it is stated that science education should organize science around large concepts,content to increase students' understanding of big concepts.The General High School Biology Curriculum Standard(2017 Edition)mentioned that its basic idea is to enable students to deeply understand and apply important biological concepts.The study found that before entering the biology classroom,students already had some cognition of some biological concepts.Some of these cognitions were correct and some contradicted the scientific concepts.We call the concept formed by the accumulation of students' original biological knowledge and life experience,which is different from the scientific concept,a pre-concept.Based on the requirements of the above documents and the actual situation of students,it is an urgent problem to help students to consciously transform existing pre-concepts and establish scientific concepts in the teaching process.On the basis of reading a large number of literatures and combining with the research status at home and abroad,this study investigated the pre-concept of the "Transportation of Substances in the Human body" among the seventh grade students in XX Middle School of Hui County through questionnaire survey and interview with the first-line teachers.According to the survey results,the teaching of “Using demonstration experiments,multimedia equipment display,connection with reality,clever use of text illustrations,group cooperation,use of visual aids,classroom games,melodrama performances,special case emphasis,biological science history telling,and advertising effects” is proposed the strategy to transform the students' concepts and show them in the form of classroom records.A classmate is randomly selected for interviews after each lecture.The content of the interviews is mainly the content of the courses taught.After the end of teaching practice,the test paper is used to test the practice and analyze the students' answers.By analyzing the results,combining the results of the after-class interviews with the students 'classroom performance,we can judge whether the proposed teaching strategies are effective for students' pre-conversion concepts.Research conclusions:1.According to the teaching experience and the existing research,it is very necessary to change students' pre-concept.2.Students have certain pre-concepts in the chapter "Transportation of substances in the human body",of which there is more pre-concepts in the "blood" part and the "blood circulation pathway" part.3.The transformation of different pre-concepts requires the application of different teaching strategies.In the actual teaching,students should be truly taught in accordance with their aptitude,and use more detailed and specific teaching strategies to help students change their pre-concept based on their cognitive development rules.4.The teaching of " Using visual AIDS,create the teaching situation;Contact with the reality of life,resulting in cognitive conflict;Group cooperation learning,stimulate learning interest;Tells the story of science,to comprehend the scientific spirit " Strategies are effective for students' pre-conversion concepts,and these strategies have no significant difference between boys and girls. |
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