Applied Research On The Teaching Of Core Concepts Of High School Biology Based On APOS Theory

In the 2017 edition of the new curriculum standard of high school biology,the core concept teaching has been clearly incorporated into the curriculum concept,and it is importance that teachers guiding students to build their own core conceptual framework.Influenced by the existing college entrance examination mode,and in the process about the formation of students' core concepts,the teachers focus on their own teaching experience in concept teaching,which lead them to neglect of loopholes such as students' core concepts can not be refined and schema errors change,and students also despise these problems.In the end,it is impossible for students to construct the relationship between the core concepts.Meanwhile,the fragmentation core concept increases,students' the cognitive ability of the biological core concepts and biological learning initiative declineCombining with the research of concept teaching theory in other disciplines,and analyzing the effect of it.It is found that the four phases of the APOS theory proposed by Dubinsky incluing:the Action phase?the Processes phase?the Objects phase?and the Schema phase,has a good explanation for the formation process of students' abstract concepts,and expounds how teachers who from the outside can guide students to solve the obstacles in the process of forming abstract concepts.This theory can help teachers solve the shortcomings in the teaching of core concepts.Therefore,this study applies APOS theory to the field of biology core concept teaching.Establishes effective biology teaching strategy to improve students' learning cognitive ability about core concept,and promotes students' initiative about study the biological core concept.According to the teacher's cognition of the theory of biological concept teaching,it is found that the frontline teachers have a good understanding of the theory about biological concept teaching,but they seldom come into contact with the concept teaching theory in other fields.The theory of biology teaching,which helps students with conceptual learning.It is difficult for frontline teachers to start because of the lack of specific operation strategies.It leads biology teachers which are no effective way to solve the problems encountered by students in the formation of core concepts.Based on this discovery,the theoretical model of APOS is reconstructed to conform to the core concept teaching in high school biology.Then in the current high school biology teaching materials(human education version)to screen out teaching contents,which have the core concepts.To constructs the teaching strategy corresponding to the four stages in the APOS theory.Includes five:(1)To contact the reality of life,stimulate students'interest and then introduce the core concept background;(2)To create situations linked to reality and initially establish core conceptual forms;(3)To guide students to reflect,refine the core concept symbols;(4)Through the application of concepts,clearly identify with the essence of the core concept;(5)To extend the concept and link the construction of the core concept system.The teaching strategy is applied to biological practice teaching to detect its effect.And put forward the application principle:The combination principle of science and life,the principle of gradual progress,the principle of logic,the principle of subjectivity.The teaching strategy of APOS theory is applied to practice teaching to detect its effect.And taking the "ecosystem" in the compulsory three "steady state and environment" as an example to showThrough the teaching practice of a middle school,the cognitive ability of students'core concept learning is tested from three aspects of thinking ability,self-study ability and knowledge application ability,and the test results show that:the thinking ability and knowledge application ability of the students in the experimental group are obviously improved(0.01<P<0.05).The improvement of self-study ability was greater than that in control group.(The average increase of autonomous learning ability in experimental group was higher than that in control group.)Most of the students actively explore and ask questions in the context created by the classroom,and the student's initiative has been enhanced(the score of classroom performance in the Observation Project is improved).There was the significant improvement in the cognitive effect of the students in the experimental group,and the average performance of students in the experimental group increased significantly by 12.5 dcores(P<0.05).Based on the results,this study draws the following conclusions:(1)APOS theory need to reconstruct the theoretical model to be more applicable to the field of high school biology core concept teaching;(2)The establishment of APOS theory teaching strategy and application principles is more convenient for teachers to use;(3)APOS theory has a significant role in promoting the learning effect of students'core concepts.