Experimental Study On Concept Map Teaching Strategy In High School Biology Teaching ——A New People's Teaching Version Compulsory Textbook

High school biology has scattered knowledge,complex branch,the characteristics of larger concept span,students are difficult to learn,and after the new curriculum reform,high school biology curriculum standard requirements,pay attention to students 'all-round development,improve students' scientific thinking ability,educators in teaching,should not only pay attention to the traditional teaching methods,more should guide students to learn to learn.The purpose of this study is to explore whether the application of conceptual map teaching strategies in high school biology teaching can improve students' learning ability and provide a certain theoretical basis for teachers to guide students to learn and change the traditional teaching methods.The first step,through the research situation at home and abroad,and the second step,uses the questionnaire method for teachers and students to summarize the cognition,identification and use of the concept map in high school biology teaching,and have a preliminary understanding of the concept map.Some teachers and students can apply this theory to practical teaching and learning,but the cognitive degree needs to be improved.The third step is to study the problems found,combined with the new teaching material 1,and through the analysis of the resources of the concept map and their role in the teaching material.Step 4,According to the proposed process of teachers using concept maps as a teaching strategy,And design the course of concept map teaching strategy in compulsory textbook 1,To truly implement this strategy in high school biology,Performing a two-month experimental study,Experiments on four classes of students in a high school in Dalian Development Zone,The feasibility and effectiveness of the concept map teaching strategy in high school biology teaching were tested by showing the results of the experiment and conducting interviews with high school biology teachers,That is,the concept map teaching strategy is suitable for application in the high school biology discipline,It can improve students' learning ability,Exercise students' scientific thinking ability,Also implement the basic concept of "content focus on the big concept" in the curriculum standards.The innovation of this thesis lies in the process of implementing the concept map teaching strategy,which uses the law of teacher-led and student-subject to mobilize students' subjectivity,and relies on the group to implement this strategy to strengthen the cooperation among students.The shortcomings of this thesis are that due to the sudden outbreak,short practice time,only less case analysis and lack of experimental experience.In the practice process,the number of research samples is too small,and the research scope has certain limitations.Based on this study,it is hoped that more teachers can use this strategy to complete more teaching design,improve students' learning ability to a greater extent,and provide teachers with more theoretical basis to guide students to learn.