The Research On The Diagnosis And Transformation Of The Misconception Of "Cell" Module In High School Students

The new round of basic education curriculum reform emphasizes the cultivation of students' subject core literacy.Mastering the concept of biology plays a fundamental role in cultivating the subject core literacy of biology.Students in the process of learning the subject related concepts of misunderstanding and inconsistent with scientific concepts and views,called "myth concept".In order to help students master scientific concepts better,we should timely diagnose students' myths and change their concepts.This thesis is based on the diagnosis and transformation of the concept of “Cell”module in high school biology.In the part of introduction and Literature Review,the research background and current situation are sorted out by using the method of literature research,and the research contents,significance and innovation are summarized,and the related concepts are defined,the relevant theories,characteristics and diagnostic methods about the concept of myth in recent years are sorted out.In the part of myth concept diagnosis,the author uses the three-level survey questionnaire as a tool,uses the interview method and the literature method to define the related concepts,and introduces the steps of designing,compiling and revising the three-level survey questionnaire in detail,finally,a formal three-level measurement questionnaire was formed.The results were collected and analyzed by the software SPSS 24.0.In the practical part of the concept change,the methods of educational experiment and classroom observation were adopted,based on the concept of “Cell proliferation”diagnosed by the students,the teaching design and practical teaching are carried out,and the empirical research of concept change is carried out in the section of “Cell proliferation”,which has more concept of “Cell proliferation”,the three classes with the same level in teaching practice adopt contrast teaching strategy,concept map strategy and routine teaching strategy to test the effect of the change of students' misconceptions through pre-test and post-test results and students' participation in class.The following conclusions are drawn from the study:(1)Under different topics in the module of "cell",students have the most myths under the theme of "cell metabolism",and the least myths under the theme of "cell structure".(2)Students have 9 high frequency and 6 low frequency myths in the "cell" module,which are easy to understand for specific knowledge and have low error frequency.However,there are some difficulties for abstract and micro knowledge content,so the error frequency is high.(3)For students of different levels,there is a great difference in the level of myth concept among excellent students,medium students and poor students.The level of myth concept in the group of excellent students is lower than that in the group of medium students and lower than that in the group of poor students,which indicates that the students with good academic performance have less myth concept;(4)Under the themes of "Molecular Basis of Cells" and "Structure of Cells",the second graders had the highest level of myth concepts,the third graders had the lowest level of myth concepts,and there was no difference in the level of myth concepts between the first and second graders.Significantly,the difference between the first year and the third year of high school is significant,and the difference between the second year and the third year of high school is significant.Under the two themes of "Cell Metabolism" and "Cell Life Course",the second grade of senior high school had the highest level of myth concepts,and the third grade of senior high school had the lowest level of myth concepts.There is a significant difference in the level of myth concepts among students in the first and second grades;the difference between the first and third grades is significant;the difference between the second and third grades is significant.(5)The main reasons for students to have the concept of myth: students' learning attitude and effort,the influence of daily living environment,literal interpretation,wrong analogy,subjective conjecture.(6)In the practice teaching of cell proliferation,the effect of concept map strategy and contrast teaching strategy on the transformation of myth concept is better than that of conventional teaching strategy,and there is no significant difference between concept map strategy and contrast teaching strategy.