Investigation And Transformation Of Secondary Pre-concepts In Biology Of Senior High School Students

Biological concepts are the basic unit of biological knowledge.Biology teaching must pay attention to students' understanding and mastery of concepts.In the teaching of biological concepts,teachers must not only clarify what students know before concept learning,but also pay attention to what students have formed after concept teaching.Views that are inconsistent with scientific concepts that are produced by students on new knowledge through original cognitive processing after receiving classroom teaching are called secondary pre-concepts.Students' secondary pre-concepts that are not corrected in time will further interfere with students' learning of other knowledge,and even produce more secondary pre-concepts.Therefore,how to investigate the secondary pre-concepts of students in teaching? Why do students have these secondary pre-concepts? What kind of teaching strategies can help students transform these secondary preconceptions? It should be a problem that teachers need to pay attention to when teaching biology concepts.First,on the basis of consulting domestic and foreign related documents,the research ideas and methods are determined.Secondly,through interviews,the first-line teachers' understanding of the secondary pre-concepts and the students' secondary pre-concepts in the chapter of "gene mutations and other mutations" are investigated.On this basis,a three-level test paper was compiled.The two classes in the third grade of the high school were studied.The secondary pre-concepts existed in the students were investigated.The analysis found that the main reasons for the students' secondary pre-concepts include:The influence of cognition;the interference of similar concepts;the in-depth understanding of concepts;scientific concepts are easily forgotten;teachers do not pay attention to concept teaching,etc.And these secondary pre-concepts are divided into five types: empty shell concept,incomplete concept,heterogeneity concept,conditional absence concept and absolutization concept.The research puts forward the concept change teaching strategy for the five secondary pre-concepts,and carries out the concept change teaching practice.After teaching practice,through paper and pencil tests,student interviews,classroom observations and other methods to detect the effect of student concept change,it is found that the concept change teaching strategy proposed in the research can significantly change the secondary pre-concepts of students.Finally,some suggestions are put forward to reduce students' secondary pre-concepts in biology concept teaching: teachers should pay attention to concept teaching;encourage students to express different opinions;review and strengthen scientific concepts in time.