Research On The Transformation Of High School Biology Misconcepts Under POE Strategy ——Taking “Molecule And Cell ”as An Example

Concept is the basic content of biology knowledge system,and " Misconcepts " is the cognitive conflict between students' existing experience and scientific objective facts,which hinders the development of students' biology discipline accomplishment.How to discover students' misconcepts and help students to complete the transformation of myths? This is an issue that teachers urgently need to think about in concept teaching.To help students study biology better,the author combines POE strategy with concept transformation,fully respects students' autonomy,and leads students to complete concept transformation.the appropriate teaching strategy;the third step is right Students and teachers conduct investigations and studies respectively;conduct interviews with teachers,then sort out the misconcepts in the "Molecules and Cells" module based on the interview results,and compile 9 typical myth concepts into a questionnaire for the first grade Students conduct a survey,analyze the reasons according to the problems reflected in the questionnaire;the fourth step combines the POE strategy to design a conceptual transformation plan,select the fifth chapter "photosynthesis and energy conversion" in the high school biology "molecules and cells" module for new lectures Classroom improvement,select Chapter 6 "Cell Proliferation and Differentiation" for review class improvement,and design pre-and post-test exercises for data analysis of students' conceptual transformation.The fifth step is to analyze and summarize the implementation effects of the POE strategy.Research shows that the use of POE strategy for concept transformation research has better results,can enhance students' learning autonomy,and help students complete concept transformation and construct scientific concepts.