Research On The Concept Of Biogenetic Myths In High School From The Perspective Of Logic

In educational practice,it is often found that students can not apply concepts due to rote memorization.The 2017 edition of the Biology Curriculum Standard for General Senior High Schools promulgated by the Chinese Ministry of Education pointed out the basicity and necessity of concept teaching.The myths and concepts generated by students from learning to exams will hinder their cognitive development,and then affect the improvement of their core competencies in biology such as life concepts.Therefore,it is of great significance to explore the myth and use effective teaching strategies to reverse this phenomenon.Focusing on the status quo of the myth concept in biogenetics,this study conducted interviews with teachers.Based on this,we explored the teaching strategies for changing the concept of myth,and developed a corresponding of teaching case,in order to provide references for the teaching practice of front-line teachers.Firstly,the literature review is carried out by the literature method,the research background of concept teaching is sorted out,the specific research questions and research significance are clarified,so that the theoretical basis of this research is established.Next,we designed a questionnaire for myths related to biogenetics in high school,and sorted out the genetics myths existing in the current students' learning through analysis.Regarding the above phenomenon,this research further understands teachers' cognitive status of concept teaching through teacher interviews.The results show that: teachers have certain knowledge about concepts and the concept of teaching theories,but there are deficiencies;teaching strategies to break through concepts are relatively conventional and limited in type.High school myths are concentrated in the Molecular Biology section.Finally,based on literature of research method,this study found that strategies of logical thinking such as: comparison,analyses,syntheses,abstractions,and generalization in the teaching of related content can effectively promote concept learning.Metacognition is a higher-order thinking for the effective concept of learning strategy;based on the teacher's discussion method,it is found that if teachers can pay attention to the scientific,concise,vivid,interesting,and flexible classroom language,they can also effectively promote the transformation of students' myths and concepts.Therefore,improving language literacy is an operational strategy to improve concepts at the language level.Under the support of the above strategies,based on the research status of the concept of myth,this study developed an instructional design combined with the 5E teaching mode under the framework of logic,in order to provide reference cases and inspiration for teaching design ideas for the majority of front-line teachers.