Research On The Application Status And Countermeasures Of Concept Map In Junior High School Biology Teaching

Secondary school is the golden stage of rational thinking development,and students'thinking development must be based on a large number of concepts,principles,and laws^[1].In the process of teaching biology in junior high school,teachers pay too much attention to the lively form,and the teaching of the 50 essential concepts required in the junior high school stage only remains on the surface.The intellectual content is centered on the basic concepts,principles,and laws of biology,avoiding the enumeration and mere description of knowledge and exploring more about the"how"and"why"on the basis of understanding the"what"^[2].Teaching concept maps is an excellent solution to this problem.This visualization map draws the students'attention in a tangible form,and when the map is drawn,the concepts and the relationships between them are understood and consolidated,and the learning becomes an active process.In the process of constructing concepts,it also constructs students'conceptions of life,as well as the development of students'life-science literacy.In this study,30 junior high school teachers and 405 students from junior high schools in Yunyang County,Chongqing,were used as the subjects of this study,mainly using literature research method,questionnaire survey method,and appropriate data analysis method.Both teachers and students conducted the questionnaire survey and analysis on the current situation of concept map application in junior high school biology teaching.According to the results of the teacher questionnaire:(1)Teachers believe that concept learning and understanding is very necessary,but in practice concept teaching is not so deep.Students are in the phenomenon of passively acquiring concepts.(2)At the present stage,biology teachers recognize the concept map teaching model.Still,there is a certain difficulty for the actual teaching,the application degree is not high,and even some senior teachers do not understand concept map teaching at all.(3)Biology teachers can recognize that it is very important for students learning to understand and master concepts.(4)Teachers are not familiar with the content of the textbook that can be used to teach concept maps.Teachers should focus on the textbook,and the teaching content should be centered on the textbook.(5)Although concept map teaching has attracted the attention of biology teachers,many of them do not pay attention to it.(6)Junior high school biology is not a major subject and accounts for less in the midterm,so school leaders do not pay much attention to biology classes.Teachers have few channels to obtain professional literature,which is the biggest problem for teachers to teach concept maps.(7)The vast majority of front-line teachers believe that concept map is taught through teacher's preparation,students'pre-reading,new lesson teaching,review lessons,and teaching evaluation.(8)When implementing concept map teaching in Junior high school biology classrooms,pay attention to school-based teaching and research.The results of the student questionnaire indicate that:(1)Middle school students do not know much about concept maps,which has a lot to do with the teacher's guidance.(2)Students are more acceptable and interested in concept maps,and consider them to be a more efficient way of learning.(3)At present,the implementation status of concept map teaching in junior high school is not very optimistic,students'ability to master knowledge is still relatively weak,and it is difficult to construct concept maps independently.(4)Students'conceptual learning is not put into practice,and their understanding of the concepts is superficial without in-depth understanding.(5)Students have great difficulty in accepting concept map instruction and in constructing concept maps.For these problems in the teacher and student questionnaires,this study gives different countermeasures from three levels:education department,school,and teacher,and proposes corresponding concept map teaching strategies for different lesson types.We hope to provide some new thinking to other front-line teachers,especially biology teachers.At the same time,it is also a higher demand for our own teaching.