Practical Research On The Teaching Of Junior High School Biology Concept Maps To Cultivate Students' Ability Of Induction And Generalization

"Rational thinking" is one of the four core qualities that middle school students should develop through learning biology.It includes methods that students can use to summarize based on biological facts and evidence.However,currently the ability of generalization and generalization of middle school students is generally insufficient.In the process,we should not only pay attention to the repetition of knowledge and teaching,and neglect the connection between knowledge,and neglect the cultivation of students' ability of induction and generalization.Choose the concept map teaching to train students' ability of induction and generalization because the concept map can be expressed in the proposition network.The concept of meaning and its relationship,the process of construction requires the students to sum up and summarize the existing knowledge,analyze the summary,integrate the scattered knowledge well,and complete and correlate the knowledge.This article will train students in the junior high school biology concept map teaching.Summarizing and summarizing the ability to conduct practical research,This paper adopts questionnaire survey method,case study method,teaching practice research and other methods.The subjects of the study were two parallel classes with no significant difference in the first grade of Lihu Experimental School of Shenzhen University Town,which were used as experimental class and control class respectively.First,we will sort out junior middle school biology(Grade 7)and choose the content that is suitable for concept map teaching.Afterwards,the conceptual teaching of the experimental class is divided into three aspects:the teaching of the new teaching concept map,the conceptual teaching of the review lesson,and the construction of the concept map of the student's exercise;the traditional teaching of the control class.In the end,the data of the questionnaires and results of the two classes were compared and analyzed;according to the pretest results,2 students were randomly selected from the first 1/3,middle 1/3,and post 1/3 of the experimental class,and 6 students were included as Case study subjects,collated their conceptual maps;interviewed two biologists and six students in the school.The research results are as follows:(1)The students' learning interest and generalization ability of the experimental class are improved;(2)The students of the experimental class can generally use the concept map to generalize and summarize;(3)The ability of induction and generalization of the experimental class is significantly improved;(4)Biology in the experimental class was significantly higher than that in the control class;(5)The operability of the conceptual teaching of biology in junior middle school.Finally,this study draws the following conclusions(1)Constructing the conc ept map can motivate students' learning motivation;(2)Students can express the concept and relationship accurately by constructing the concept map;(3)The stu dent-constructed concept map can accurately display its own knowledge system;(4)Junior high school biology Learning concept map teaching has promotion.In junior high school biology teaching,we need to focus on the cultivation and development of thinking ability.The concept map is not the only way to develop students' rational thinking.It needs to interact with other teaching methods,and the purpose of conceptual map teaching and teaching cannot be put aside the cart before learning.The practical research on the ability of the junior high school biology concept map to train students in generalization and generalization is expected to help teachers and students understand the conceptual map teaching and develop junior high school students' induction and generalization ability.