Exploration And Transformation Of The Misconception Of "Basic Structure Of Cells"

The "General High School Biology Curriculum Standards(2017 Edition 2020Revision)" emphasizes that the study of high school biology courses should pay attention to the cultivation of the core literacy of the subject.Allowing students to form correct biological concepts is the prerequisite for cultivating the core competence of the subject.However,biological concepts have many and complex characteristics,which make it easy for students to form concepts that are contrary to scientific concepts in the learning process,that is,mythical concepts,which affects the teaching effect.Therefore,investigating students' mythical concepts and transforming them into scientific concepts is of great significance to the study of biological concepts and the cultivation of the core literacy of the subject.The author understands the research status and related theoretical basis of the myth concept through the literature research method,and finds that some researchers have selected the Zhejiang Science version textbook and adopted the two-stage diagnosis method for the research of the myth concept in the "basic structure of the cell".On the basis of the existing research,this thesis selects the teaching material of the People's Education Edition,uses a more accurate four-stage diagnostic method to explore the myth concept of the chapter,and proposes corresponding transformation strategies.On the basis of sorting out relevant biological concepts,this study developed a four-segment questionnaire based on the results of teacher interviews and semi-open questionnaires to conduct a questionnaire survey on the myths and concepts in the relevant chapters of a middle school student in Nanchang.Students' myths about the knowledge points in this chapter.Analyzing and summarizing the causes of the myth concept,it is found that the main reasons for the formation of the myth concept are the students' experience and cognition,the teacher's attitude and ability,and the blind trust in extracurricular materials.In order to transform students' myth concepts,the author adopts problem-solving strategies,analogy and contrast strategies,cooperative learning strategies,and Venn diagram strategies to transform myth concepts.Finally,the section "Organelles—Division and Cooperation within the System" is selected as an empirical study of the transformation strategy.Through the comparison between the experimental class and the control class,it is found that the transformation strategy has a significant effect on the transformation of students' myths.