| The Biology Curriculum Standards for General Senior High Schools(2017 Edition)points out that only by enabling students to understand the essential characteristics of biology and achieve a deep understanding and comprehensive analysis of biological concepts,can they use scientific principles and methods to think and judge biological problems.This requires teachers to grasp the important concepts of biology and take concept teaching as an important task of teaching.However,before students accept science courses,they form their views on the objective world and subject knowledge in the process of interaction with society,which is the pre-scientific concept.As a key factor,pre-science concept affects students' perception and thinking process of science concept.Therefore,it's of great significance to transform pre-scientific concepts into scientific concepts for biology teaching.The research selected the research topic of "Teaching Design Research of High School Biology Concept Transformation",and took the concept of "photosynthesis" as an example to carry out teaching practice,so as to provide reference for improving the effectiveness of students' concept transformation.The research uses literature research method,investigation method,case analysis method and other scientific methods.On the basis of literature review,this paper sorts out the theoretical basis of conceptual change,and systematically expounds cognitive development theory,constructivism,conceptual change model and ontology-based conceptual change theory.To understand the research status of concept shifting teaching at home and abroad from the aspects of diagnostic methods,concept shifting mechanism,teaching mode,teaching strategy and research results,and conducting literature research on the concept change teaching of "photosynthesis",to learn the specific application of concept change theory in the concept teaching of "photosynthesis".On this basis,the POE teaching strategy and 7E teaching model are analyzed in detail,and the integrated teaching design process is constructed,including the following seven steps: creation of situation,problem prediction,observation and inquiry,communication and discussion,scientific explanation,transfer and application,evaluation and reflection.In the preliminary analysis stage,the teaching content was sorted out and the learning style and knowledge ability level of students were analyzed.Based on this,a four-order diagnostic questionnaire was developed to detect students' pre-scientific concepts about photosynthesis.Under the guidance of the integrated teaching process,the concept transformation teaching scheme of the concept of "photosynthesis" was designed,and 191 students in the first grade of the first high school of Ling Cheng District,Shandong Province were taken as the research objects to carry out the practice test.96 students in the experimental class adopted the concept transformation teaching mode,and 95 students in the control class adopted the traditional mode.After teaching practice,post-test questionnaires were sent out to test all the research objects,and whether there were significant differences in teaching effects was analyzed according to the data processing results of SPSS software.The results showed that most of the students had a large number of pre-scientific concepts on the concept of "photosynthesis",such as the recognition of the types and properties of pigments,the definition of photosynthesis,the relationship between light reaction and dark reaction,the energy relationship between ATP,photosynthesis and respiration,and the relationship between photosynthesis and respiration.Through the integrated concept transformation teaching can improve the students' subject status,the understanding of the new concept step by step,level by level,not only helps to strengthen the integration and construction of the new concept,but also improve the students' comprehensive learning ability. |
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