Practical Research On Concept Transformation Strategies In The Teaching Of High School Biology "Homeostasis And Regulation" In The People's Education Edition

"General High School Biology Curriculum Standards(2017 Edition,2020 Revision)" pointed out that middle school biology teaching should aim at cultivating students' core literacy,focus on big concepts,follow the principle of "less but fine",and fully mobilize students' subjective initiative.Actively learn,understand and apply biological concepts.In2020,the Ministry of Education issued the latest version of the high school biology textbook(Personal Education Edition),in which the concepts and contents in the optional compulsory1 "Station State and Regulation" module are compared with the original textbook compulsory3 "Station State and Environment".have changed.Moreover,before the second-year high school students systematically study this module,there are already related preconcepts in their minds,such as neuromodulation that has been learned in junior high school,common allergic reactions in life,etc.,but these preconcepts may be wrong,fuzzy.The purpose of this research is to investigate the students' existing preconcepts,and to transform students' preconcepts into correct scientific concepts under the teaching intervention of different concept transformation strategies,so as to cultivate and develop students' core competencies in biology.This research adopts literature research method,questionnaire survey method,interview method and case study method and other research methods to study the teaching practice of concept conversion strategy in the module of "Station State and Regulation".This paper consists of six parts: the first part mainly expounds the research background,purpose and significance,method,content and process of this research,and summarizes the research status of the concept transformation strategy at home andabroad as a whole.The second part clarifies the definition of the concept and the theoretical basis related to this research.The third part is based on the analysis of the connection between the PPE version of the junior high school biology textbook and the "Homeostasis and Regulation" module,combined with the high school biology curriculum standards,to sort out the big concepts and general concepts of the "Homeostasis and Regulation" module.The fourth part expounds the application status of concept transformation strategies in high school biology teaching and the investigation and analysis of the students' preconcepts in the "Homeostasis and Regulation" module.The fifth part is based on the above analysis,combined with the students' pre-concept level,selects different concept transformation strategies in the concept manifestation stage,Concept transformation stage and concept application stage to design teaching examples,carry out pedagogical practices,combine teachers,students as the results showed that after teaching practice there was a significant difference in test scoresstudents of the experimental class and the control class.The sixth part is the summary and perspective of the practical results.The conclusion shows that the students in the second grade of senior high school have different mastery of the concepts in the module of "Steady State and Regulation".Some concepts are correct and some are vague and false.Compared to conventional teaching,the use of concept transformation strategies for teaching can optimize the entire teaching process,stimulate students' learning initiative,and cultivating students' academic literacy.