Research On Conceptual Transformation Of Biology Misconceptions In Senior High School Based On Conflict Graph Model

'The biology curriculum standard of ordinary high school(revised in 2020,2017)' requires the development of core literacy of biology discipline on the basis of a deep understanding of biology concepts,which fully embodies the importance of concept teaching.The conflict graph model proposed by Tsai can be targeted for concept teaching and realize concept transformation.Therefore,this study uses the conflict graph model to transform the high school biology misconceptions to explore its effectiveness in the teaching of biology concept transformation.In this study,literature research method was used to sort out the current situation,theoretical basis and definition of related concepts of conflict graph model research at home and abroad.The third-order diagnostic test was used to explore the situation of students learning the pre-metaphorical concepts of ‘heredity and evolution'.Based on the exploration results,the ‘fertilization',‘gene control of traits' and‘human genetic disease' were selected as the practical contents.Two teaching methods of concept transformation teaching and routine teaching based on conflict graph model were adopted to present the concepts of differential events,critical events and interpretation,related scientific concepts and other supportive cognitive transformation myths in conflict graph model.The main results are :(1)A total of 20 mythical concepts were explored through the third-order diagnostic test,mainly including : 'The traits of organisms are determined by genes','Congenital heart disease is a human genetic disease','The organisms with sexual reproduction,and the contribution of parents to the genetic material of offspring is the same'.(2)The results of after-school test showed that there were significant differences between the experimental class and the control class in ' gene control of traits '(0.01 < P < 0.05).There was no significant difference between ' fertilization ' and 'human genetic disease',but the average score of the experimental class was higher than that of the control class.There are three conclusions.First,the key link of the conflict graph model proposed in this study to transform multiple misconceptions can play a positive role in the transformation of biological misconceptions(targeted and intuitive)when applied to biology teaching.Second,through practice summed up the use of conflict graph model transformation of high school biology multiple superstitions of the key links :(1)choose closely related to scientific concepts or the highest possession rate of superstitions as the beginning,or the superstition concept as the key object of transformation.Clarify the relevance between the various misconceptions,through exposure-solution-exposure misconceptions...The cycle of teaching.(2)In the case of limited teaching time and examples,critical events and differential events as the key to the conceptual change of the beginning of superstition are essential,and their links can be appropriately abandoned.Third,the principle of constructing conflict map :(1)Differentiated events and critical events try to choose the examples in the textbook;otherwise,students need to choose acceptable,with a clear relevance,targeted examples of teaching materials.(2)The concept of relevance science should choose the knowledge which has strong relevance and students have learned.