Research On Concept Teaching Of High School Molecule And Cell Module Based On APOS Theory

High school biology "molecules and cells" module is an important part of high school biology teaching,and also occupies a large proportion in the college entrance examination.The traditional high school biology classroom often only attaches importance to the subjectivity of teachers and ignores the subjectivity of students.This not only leads to students not interested in high school biology classroom,but also does not meet the requirements of the development of the times and the new curriculum standard,which advocates students' active learning and emphasizes the concept of students' subjectivity.APOS theory is a constructivism based teaching theory proposed by dobinsky,an American educator.It emphasizes that students construct concepts through their own thinking,induction and reflection.The theory divides the teaching activities into four stages: action,process,object and scheme,which is in line with the students' cognitive law and has strong operability in the actual teaching activities.Combining APOS theory with the concept teaching of high school molecule and cell module,and analyzing the specific impact of applying APOS theory to the concept teaching of high school molecule and cell module,can provide ideas for exploring the concept teaching theoretical model of high school molecule and cell module under the new curriculum standard and the requirements of the new era.In this paper,the PEP senior high school biology compulsory one "molecules and cells" as the starting point,mainly to solve the following two problems:(1)based on the APOS theory of senior high school biology molecular and cell module concept teaching design.(2)To determine the specific impact of applying APOS theory to the concept teaching of molecule and cell module in senior high school.This article carries on the research through the literature analysis method,the questionnaire survey method,the experiment method,the observation method.First of all,this paper points out the position of biology compulsory one in senior high school biology teaching,the proportion in college entrance examination,and highlights the necessity and importance of learning molecules and cell modules in senior high school.Secondly,the feasibility of applying APOS theory to the concept teaching of molecules and cell modules in senior high school is analyzed.Secondly,it analyzes the feasibility of applying APOS theory to the concept teaching of molecule and cell module in senior high school.And then through consulting the literature and the author's understanding of APOS theory,With the help of the instructor,the teaching design was carried out with the examples of "nucleic acid is a long chain of nucleotides "," Mosaic model of biofilm flow" and "material transmembrane transport mode" as examples.And the teaching design is implemented in two classes of the same level in a senior high school.Then according to the APOS theory four-stage model design test paper.Finally,according to the feedback of students' test paper,the problems in the learning process are analyzed,and By comparing the two classes,to determine the specific influence of APOS theory applied to the teaching of high school biological cytology concept,Also through the observation method in the form of classroom observation record form,from the other side to analyze its specific impact.Practice shows that there are still many problems in the process of learning,such as unclear definition of knowledge,error transfer,not being able to apply;In the three section test selected by the author,there are significant differences between the experimental class and the control class,and the experimental class is better than the control class,t is proved that the application of APOS Theory in classroom teaching can improve students' performance;The results of classroom observation record show that the use of APOS theory can improve students' interest in learning and classroom learning atmosphere.