Research On The Application Of APOS Theory In The Development Of High School Students’ Life Concept Literacy

In order to meet the demands for talent in the new era,the aim of the biology curriculum is to enhance students’ core competencies in biology,with the concept of life literacy being an important outcome of students’ learning in biology.After investigation,it is found that at present,front-line teachers attach importance to students’ development of life concept literacy,but suffer from chaotic teaching methods and lack of guidance from central theories.According to the nature that the construction of the concept of life needs to be based on concept,through a lot of literature reading,we know that the APOS theoretical model put forward by the American mathematics educator Dubinsky team has four stages,namely,operation or activity stage,process stage,object stage and schema stage.This theory can promote students’ understanding of the concept and construct the conceptual framework,so as to make it easier for students to construct their own concept of life.After conducting extensive literature research,the four stages of concept teaching in the APOS theory were restructured to make them applicable to the field of biology education.Afterwards,suitable teaching contents were selected based on the adjusted theory and the teaching progress of the practicum school,and teaching plans were developed accordingly.Additionally,the life concept literacy level of the students was assessed to determine the parallel class and experimental class.Finally,the teaching of "Composition and Function of the Immune System" and "Specific Immunity" was carried out according to the teaching plans,and the life concept literacy level of the students from both classes was tested at three different time points to determine the effectiveness of the APOS theory in developing students’ life concept literacy level.In "APOS Theory",the two stages of process and object can be repeated under the same activity created by the teacher,so as to continuously carry out perceptual activities,construct concepts,refine and form multiple objects,and finally explore the connection between new objects and original objects,form schema,and develop life concept literacy.These loops are not simply repeated,but deeper with each new cycle.The final practice showed that the experimental class had a higher average life concept literacy level than the control class in the tests conducted at the three different time points.This indicates that the teaching design guided by the APOS theory is applicable for developing students’ life concept literacy level,which not only enhances students’ life concept literacy level but also improves their initiative in classroom learning.This theory provides a theoretical basis for frontline teachers to carry out life concept education activities.After reflecting on the practical process,several strategies were identified:(1)the situation setting of the activity stage should be aligned with the teaching content;(2)it is crucial to clarify that the core of the APOS theory lies in students’ independent learning of concepts;(3)attention should be paid to the evaluation of the level of development of life concept literacy.