| "The curriculum standards for compulsory education(2011)" and "the Outline of Curriculum Reform for Basic Education(for Trial Implementation)" have focused on teaching students' concepts and their existing experiences.In view of this,the author combined visual aids with pre-science concepts and used them to transform pre-science concepts.Four sets of visual aids were constructed and applied to junior high school biology teaching,aiming to explore whether visual aids can effectively transform students' pre-science concepts and hoping to draw conclusions for other scholars.This paper uses literature research method,questionnaire survey method,interview method and case study method to develop the study from 7 parts.The first part is the introduction.By reading and organizing the literature,it describes the background and basis of the selected topic,analyzes the current status of the research and proposes research questions and reflections.The second part is a literature review.Relevant concepts are defined and intuitive teaching theory,meaningful learning theory,nearest developmental zone theory,and constructivist learning theory are introduced to provide theoretical support for this study.The third part is a status survey.The questionnaire survey was used to identify teachers' problems in teaching visual aids and pre-science concept shift,and to propose corresponding solutions.The fourth part is the exploration of pre-science concepts in junior high school biology.A self-administered questionnaire combined with the deterministic coefficient method was used to explore the existence of students' pre-science concepts,and four concepts with more than 80%possession of students' pre-science concepts were obtained.The fifth part is the construction of visual aids.The types of visual aids and their advantages and disadvantages are sorted out,the basic principles of selection and application are summarized,and four groups of visual aids for corresponding pre-science concept transformation are constructed based on teacher interviews,and the detailed process of their construction is presented.The sixth part is an empirical study of pre-science concept transformation.The author proposes a six-step approach to transforming pre-science concepts with visual aids:(1)students make predictions(2)students present pre-science concepts(3)use visual aids to test predictions(4)use visual aids to transform pre-science concepts(5)consolidate pre-science concepts(6)test the effect of pre-science concept transformation.After the practice,the effect of concept transformation was analyzed and evaluated at three levels: post-test data analysis,teacher interviews,and student interviews,respectively.The seventh part is the conclusion and reflection of the study.The main conclusions of this study are as follows.First,frontline teachers endorsed the use of visual aids for teaching conceptual shifts,but had difficulties in how to obtain,make,and apply visual aids.Second,learned knowledge may still have a high rate of pre-science concept ownership,and the proportion of "misconceptions" of abstract concepts is generally higher than that of"concepts lacking knowledge.Third,teaching practice has proven that the use of visual aids on the basis of the developed teaching model has a positive impact on transforming students' pre-science concepts,as evidenced by1.stimulating students' multisensory and enhancing their observation,hands-on and thinking skills2.Stimulating students' interest in learning and enhancing their internal drive to learn3.Turning abstraction into image,reducing the difficulty of students' understanding4.Create a platform for communication and promote joint learning... |
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