Research On Senior High School Biology Concept Teaching Based On APOS Theory

The newly revised "Biology Curriculum Standard for Ordinary Senior High Schools(2017 Edition)" advocates active learning marked by inquiry,guides students to actively think and practice,actively acquire new knowledge,and develops students' innovative thinking.However,there are still some problems in senior high school biology teaching,such as insufficient attention to students' dominant position,low interest in learning and poor learning results due to scattered and difficult knowledge points.In order to better improve students' ability to master knowledge,enhance students' autonomous learning ability and improve students' interest,it is imperative to explore a new teaching mode in senior high school biology concept teaching.In recent years,American mathematician Doubinsky and others have proposed an APOS theory of concept learning.APOS is short for English,A refers to the operation or action phase,P refers to the process phase,O refers to the object phase,and S refers to the scheme phase.The theory holds that students learn concepts through the above four phases to construct their minds.In "activities" feel the concept,abstract the essence of the concept in the "process",refine the concept in the "object",link the concept in the "schema",pay attention to cultivate students' ability of active inquiry,attach importance to students' subjectivity,and attach importance to the construction of knowledge system.Therefore,this study attempts to apply APOS theory to the teaching of biological concepts,trying to improve the existing problems in teaching,and explore whether it can improve students' performance,improve students' learning initiative and interest.Through the investigation and interview of some students and senior high school biology teachers on the current situation of senior high school biology concept teaching based on APOS theory,it is found that most students do not like indoctrination teaching,are willing to participate in classroom activities,and lack the ability to actively construct knowledge system and flexibly apply concepts to solve problems.Teachers generally do not know enough about the relevant theories of concept teaching,and they are used totraditional teaching and almost do not use mind maps and other tools.However,they encourage students to use mind maps when summarizing and believe that it is feasible to use APOS theory to guide the teaching of biological concepts.According to the analysis of the current situation and the suggestions of teachers,combined with the teaching practice,some teaching strategies are proposed for the four stages of the APOS theory.The APOS theory is infiltrated into the teaching design,and the teaching design based on the APOS theory is compiled.Then the teaching design is applied to the classroom teaching implementation.The students' achievements and classroom observation scale are used to analyze and evaluate the implemented classroom teaching.In this study,students from two classes with similar learning conditions and class atmosphere are selected as the research objects.The experimental class adopts the concept teaching under the guidance of APOS theory,while the control class carries out routine teaching.After nearly two months of teaching practice,the students of the two classes were evaluated by using test questions and classroom observation scale,and the collected experimental data were statistically analyzed to evaluate the practical effect.In terms of academic performance,the results show that the improvement of students' academic performance in the experimental class is significantly better than that in the control class.Although there is no significant difference in the post-test scores between the two classes,the average post-test score of the experimental class is higher than that of the control class,and the paired sample T test results show that the learning scores of the students in the experimental class have been improved(p=0.00<0.05),while the control class remains at the original level(p=0.83>0.05).The results of classroom observation show that compared with traditional teaching,the teaching efficiency of the experimental class is higher,more and more students are able to actively participate in classroom activities and answer teachers' questions.The participation in the classroom is higher,the completion of students' homework is better,and the students' interest in learning is higher.Synthesizing the research results of practice,the research conclusion is drawn:On the one hand,the teaching under the guidance of APOS theory is helpful for students to understand and master knowledge comprehensively,which can promote the improvement of academic performance to some extent.On the other hand,the application of teaching under the guidance of APOS theory can improve students' learning initiative and interest in learning.