"Motion And Behavior Of Animals" Theme Pre-Science Concept Investigation And Transformation Research

The curriculum concept of biology in "Compulsory Education Biology Curriculum Standard(2011 Edition)" mentions that junior high school biology teaching should "improve biological scientific literacy" and the foundation of scientific literacy formation is to master scientific concepts.Therefore,junior high school biology education must attach importance to the education of students' biological science concepts to help students form their biological science literacy.Revealing students' prescientific concepts and making conceptual changes are the core issues in the teaching of biological science concepts.Taking the theme of "Animal Movement and Behavior" as an example,the study first understood the pre-scientific concepts of students and found that with the increase of grade,the pre-scientific concepts of students gradually decreased,but the traditional classroom teaching made the transformation effect of pre-scientific concepts lower.Through teacher interviews,it is found that most of the teachers in the research school agree with the necessity of mastering students' biological pre-school scientific concepts and also realize the universality and obstinacy of students' pre-science concepts.However,the teachers find the method of students' pre-science concepts simpler,and there are still some problems in the process of constructing scientific concepts at the level of teachers' consciousness.Based on the survey of students and teachers,it is believed that there are many problems in the concept transformation of biology preschool science in junior high schools at both the student and teacher levels.Secondly,referring to the existing research results at home and abroad and the specific situation of research schools,the teaching strategies of scientific concept transformation in junior high school biology pre-school are put forward pertinently: pre-class diagnosis strategy,situational creation strategy,problem setting strategy,scientific inquiry strategy,concept map strategy and biological physics model strategy.Finally,according to the concept change strategy,the author designs a concept change teaching case,applies it to specific classroom teaching practice,changes students' pre-scientific concepts and evaluates the effect of concept change by paper and pen test and interview after practice.After a month of practical teaching research on the theme of "Animal Movement and Behavior",it is found that the application of pre-class diagnosis strategy can first understand the students' pre-scientific concepts,and then use situational creation strategy to cause cognitive conflicts among students.Finally,the comprehensive application of strategies such as problem setting strategy,scientific inquiry strategy,concept map strategy and biological physics model to change the students' pre-scientific concepts has a certain promotion effect on the stubborn pre-scientific concept change in the students' minds and improves the students' academic level as a whole.