The Construction And Practical Research On The Strategy Of Pre-science Concept Transformation For Junior High School Students

Under the new educational background,the study of biological concepts has become the basis of biological knowledge learning,and the foundation of the"knowledge building" has been built.Concept teaching is also an indispensable step for teachers in biology teaching.In the information age,curriculum resources are more abundant,and there are more and more ways to acquire knowledge.Complex and mixed knowledge is easy for students to produce some pre-scientific concepts in their minds,and their characteristics of universalization,life and difficult to correct are The study of concept has a great influence.Therefore,how to effectively construct scientific concepts by transforming students' pre-scientific concepts has become an important part of junior high school biological concept teaching.The survey found that the conceptual transformation of junior high school in China is still in its infancy.Because the concept of change in the first-line classroom concept is rarely carried out and has a single form,lack of a complete system,and it is difficult to integrate with specific teaching situations,it is difficult to extend the concept of teaching to junior high school biology teaching,and it is impossible to provide sufficient cases for front-line teachers.Reference.Therefore,it is imperative to construct a set of concept-changing teaching strategies suitable for junior high school biology teaching.Based on the research progress at home and abroad,this study selects the pre-scientific concept transformation teaching of the fourth chapter of the seventh grade of the People's Education(the second volume),"Transportation of Substances in the Human Body" as a research topic,including "mobile organizations-blood ","blood pipelines-blood vessels","blood pump-heart","blood transfusion and blood type".Through the questionnaire survey method,interview method,cxperimental method and classroom observation method,the pre-scientific concept and concept change status of the student's existence are explored first,which provides support for the follow-up research of the subject;then according to the previous analysis and summary,combined with the student's existing The pre-scientific concept,constructing a conceptual change teac;hing strategy,and testing the effectiveness of the concept-changing teaching strategy of the construction of the Shenzhen Hanlin Experimental School.The main findings of the study are as follows:(1)The 21 pre-scientific concepts concise in the "Transportation of Substances in the Human Body" are attributed to the six dimensions of daily life experience,solid concept,unfair analogy,teacher influence,textbook influence,and social media.There are pre-scientific concepts to construct pre-scientific concept transformation strategies,namely:drawing conceptual maps,sett:ing up problem strings,exposing pre-scientific concepts;creating contexts,generating cognitive conflicts,triggering students to think;exploring contradictions,scientific cognition,and establishing scientific concepts;Summarize induction,practice in class,and apply scientific concepts.(2)The transformation of the pre-scientific concept teaching strategy has significantly improved the knowledge level of students(0.01<P<0.05).The improvement of students'performance is better than NN three-step teaching method and traditional teaching method.(3)The pre-scientific concept transformation strategy has certain teaching advantages:concept teaching is more targeted,such as paying attention to the progress of students,embodying the teaching philosophy of student-led,teacher-led teaching,enriching the diversity of teaching,improving student achievement and cultivating students.Ability,etc.(4)The pre-scientific concept transformation strategy can cultivate students'learning ability and basic knowledge literacy while constructing the scientific concept of the subject,and it will help the learning of other subjects,which is conducive to the study of interdisciplinary knowledge.(5)In the application of concept transformation teaching strategy teaching practice,discover concept maps,set problem strings,set scenarios and group discussions,etc.,which are suitable for applying concept teaching.This method can effectively increase students' interest in learning knowledge,improve learning efficiency,and spontaneously The existing pre-scientific concepts have been transformed.This research is based on the theoretical basis and experience of previous research,combined with the practical effect of the previous scientific concept to change the teaching theory,the application of the current scientific concept transformation strategy in teaching,the following suggestions for teachers in teaching:(1)To analyze the existing pre-scientific concepts of students in multiple dimensions,pay attention to the concept grasp of each student as much as possible,stimulate students'self-exploration consciousness through cognitive conflicts,and build a conceptual knowledge network.(2)Teachers should strengthen their life observation skills and professional knowledge.(3)Teachers should remind parents find out the wrong life experience and correct it in time,strengthen the connection between home and school,avoid misleading students'scientific concept learning.(4)The case base of concept change teaching should be built up by adding teaching cases of concept change to lay a good foundation for subsequent concept change teaching.