Pre-concept Exploration And Concept Transformation Teaching Research In High School Biology ——Respiration And Photosynthesis

The concept of biology connects numerous biological facts with the concept of life that explains the phenomena and laws of life.The“General High School Biology Curriculum Standards(2017 Edition,2020 Revision)” puts forward the basic concept of “content focusing on big concepts”,and requires students to form the concept of life based on understanding the concept,so as to achieve the purpose of cultivating the core literacy of biology.The PEP version of high school biology textbooks(published in 2019)also uses rich curriculum resources to help students construct concepts,highlighting the importance attached to concept construction in biology.The construction of scientific concepts requires consideration of students' existing concepts and the process of transforming them into scientific concepts.Therefore,the exploration of pre-concepts and the teaching research of concept transformation are of great significance in high school biology teaching.Respiration and photosynthesis are presented in biology teaching in junior and senior high schools.Therefore,the range of corresponding pre-concepts that can be explored in high school is wider,and the transformation of concepts is more comparative.To sum up,“respiration and photosynthesis” is chosen as the theme of this research.In this study,two classes in the first and third grades of a key middle school in Guiyang were selected as the research objects,and the pre-concepts exploration and concept transformation teaching practice of the theme of “respiration and photosynthesis” were carried out.For the first-year senior students,firstly,according to the second-order diagnostic test questions and compilation method proposed by Treagust,the second-order diagnostic test questions with the theme of “respiration and photosynthesis” were compiled and implemented.Secondly,through data statistics and result analysis,the pre-concepts of respiration and photosynthesis of the first-year senior students was obtained and the main reasons for their formation were analyzed.Finally,combined with the cognitive conflict strategy,the concept transformation teaching suggestions based on the pre-concepts were given.Based on this,the classroom teaching practice was carried out,the concept map was used as the pre-test and post-test tool to test the teaching effect of concept transformation.For the third grade students,firstly,according to the concept of the second-order diagnostic test questions,combined with the characteristics of the senior three review,collected pre-concepts in “multiple choice special training”and “scientific thinking and word expression”.Secondly,combined with the cognitive conflict strategy,the teaching of concept transformation was carried out in the special explanation,and the teaching effect of concept transformation was tested with the results of Guiyang Unified Examination as the basis for the pre-test and post-test.The following conclusions were drawn from the research: most of the pre-concepts that students of different grades in high school need to change are wrong pre-concepts;the wrong pre-concepts of students in different grades in high school have different emphases;the reasons for the formation of pre-concepts of students in different grades in high school have similarities and differences;cognitive conflict strategy can be used as a targeted strategy in the teaching of concept transformation;the thinking logic of students of different grades in high school shows similarities and differences in the process of concept transformation.The research can provide a strong basis for the teaching of high school biology concept transformation.