Analysis Of The Application Status Of Concept Map Strategy In High School Biology Teaching

As a basic course in the natural sciences,biology not only covers great scientists discovery from ancient times to the present and their content knowledge system,but also the unique thought and inquiry process to understand natural phenomena and laws.The new curriculum reform has emphasized the concept of "less content but more refined curriculum”,which means that in the course of designing and implementing,we should strive to use the limited time to teach students the most valuable biological knowledge[l]Under the concept,it is particularly important for teachers to choose appropriate and effective teaching strategies.Drawing the concept map is a process of rearranging,organizing,and transforming the learned concepts,which can help students grasp the core content of topics and further promote the formation of important biological concepts.At present,the application of concept map strategy in senior high school biology teaching has received more and more attention,but the application of the concept map in senior high school biology teaching remains to be studied.This research investigates and analyzes the current situation of the application of the concept map in senior high school biology teaching in Zhengzhou City in order to find problems in the application of concept map strategies,and combines related survey data and literature to give some significative suggestions in apply concepts more effectively in senior high school biology teaching.The main research methods in this paper include literature method,questionnaire survey method.Among them,the biology teachers of nine schools in each of the three levels in Zhengzhou and the students of each class in the first or second grade of senior high school randomly selected from each school was conducted with the questionnaire survey.Besides the topic used to record the basic information of the respondents,the questionnaire includes three dimensions:the understanding of the concept map,the use of the concept map,and the evaluation of the concept map.In order to ensure the validity of the questionnaire,the interviewee was interviewed for part of the content.First,the questionnaire results were counted and analysed,then summed up the conclusions,finally,combined with the investigation conclusions and related theories point out the issues or recommendations that should be noted in the application of the senior high school biology concept map strategy.According to the survey results,the conclusions are as follows:?Only 33.61%of teachers can accurately select the complete components of the concept map,and some teachers are not sure about the concept of the concept map,but 51.09%of them are willing to accept relevant training.Therefore,most senior high school biology teachers do not understand the concept map comprehensively,but they have a high willingness to learn.Only 1.96%of the students can accurately produce the concept map.Therefore,students have poor understanding of the concept map and their willingness to learn is not high.?Only 8.70%of the teachers who can produce the concept map smoothly,and 51.09%of the teachers said that they are rarely used.76.09%of the teachers choose to use the concept map in the review class.53.26%of the teachers believe that the course content limits the concept map strategy.55.43%of the teachers use the concept map downloaded online,which shows that the teachers use the concept map are not capable,low frequency,and in single situation.Similarly,the students use the concept map is no more frequency than review and organize notes.62.46%of the students use the concept map is mainly the teacher's homework and after-school training on the materials,which is passive.Therefore,the use of the concept map by teachers and students is not perfect.?67.86%of the teachers think that the use of the concept map works well.61.74%of students think that the effect of using the concept map is good.Therefore,teachers and students evaluate the concept map better.Most of them agree with the teaching effect of the concept map in the knowledge frame construction.?Gender has no effect on teachers' application of the concept map.?Teachers with higher professional titles have better understanding of the concept map than teachers with lower professional titles,and using more frequently.? Academic qualifications have no significant impact on teachers'understanding and use of the concept map.?Teachers who teach at different level schools have no significant differences in understanding,using,and evaluating the concept map.? Teachers who have been taught for 6-10 years have a deeper understanding of the concept map.To sum up,senior high school biology teachers and students need to deepen their understanding of the concept map strategy,and the utilization needs to be improved,but it's effect has been recognized by most users.Combining with the investigation conclusions,the following suggestions are made for the application of the concept map strategy:?Strengthen the teachers' study of the concept map strategy theory;? Do well in the teacher's demonstration and production of the concept map;? Comment the students concept maps in time;?Select appropriate concept map teaching methods;? extended concept map application situations.