Research On The Transformation Of The Concept Of Biology Myths And Instructional Design

The new round of basic education curriculum reform points out that it is necessary to strengthen the cultivation of students' core literacy in the course of teaching,in which mastering the concept of biology is the basic condition to form the core literacy in biology.Therefore,the concept teaching must be placed in an important position in the middle school biology teaching.Scientific research shows that,because of the influence of previous knowledge and experience,students have certain cognition of some scientific concepts before formal scientific education.Some of these concepts are scientific,while others are unscientific or incomplete.We call them "myth concept".These concepts will seriously hinder students' learning of scientific knowledge.Therefore,in teaching,teachers should deeply explore students' existing misconceptions,analyze the causes of their formation,and more specifically realize the transformation of misconceptions.According to the requirements of concept transformation,this study adopts the dual situational learning theory Based on the characteristics of model,dslm)and 5E Teaching mode,a more scientific,integrated and effective integrated teaching design program is formed.The teaching program is composed of two parts: preliminary analysis and teaching process.The preliminary analysis includes four steps:(1)exploring the nature of scientific concepts,(2)exploring students' misconceptions,(3)diagnosing students' cognitive disorders,(4)creating double Focus on situational learning events.The teaching process includes six steps: attraction,inquiry,explanation,transfer,concept transformation and evaluation.According to this idea,the teaching design case of "cell respiration,the main source of ATP" is designed and the teaching practice is carried out.In this paper,202 students in grade one of Shengze high school in Wenshang County,Shandong Province are taken as the research objects.Based on the students' existing knowledge and experience,a pre-test questionnaire is developed for actual measurement;after the control experiment,a post test questionnaire is developed for actual measurement of the research objects.Collect and process the research data,use SPSS23.0 software to manage and analyze the data,and test the practical effect of the teaching design.The results show that the integrated teaching design idea has significant effect in the teaching of "the definition of cell respiration","the way of biological cell respiration","the analysis and application of the principle of cell respiration" and "the process of anaerobicrespiration",while in the teaching effect of "the process of aerobic respiration","the difference between aerobic respiration and anaerobic respiration" and the traditional teaching mode There is no obvious difference.It can be seen that the integrated teaching design idea is not effective for all concepts.Therefore,we can selectively apply it to our teaching process.The innovations of this study are as follows: firstly,it puts forward the integrated teaching design idea that combines the theory of dual situational learning with the 5E Teaching Mode to promote the conceptual transformation and puts it into practice,and draws a conclusion,which provides a new reference for the future research of teaching design;secondly,it compiles the pre-test and post test questionnaires for the section of "cell respiration" for the future development“The teaching and research of ”cell respiration" provides a method and tool for reference.