Research On The Diagnosis And Transformation Of High School Biology Misconception

The new round of basic education curriculum reform has made requirements for cultivating students’ subject core literacy.Mastering scientific concepts is the basis for developing science education and cultivating subject core literacy.High school biology concepts are characterised by "compreted,complicated and difficult".Students will have different ideas from scientific concepts when learning related biological concepts,that is,’misconception’.To some extent,misconceptions not only hinders the construction of scientific concepts,but also increase students’ learning pressure.Therefore,it is of great significance to explore the misconceptions of students,understand the reasons for their formation,explore effective concept transformation strategies and apply them to teaching practice.This study selects the People’s Education Edition of High School Biology Selective Compulsory I "Immune Regulation" as the research content.A four-stage measurement questionnaire was designed to diagnose the misconceptions of senior two students after learning this chapter.Combined with interviews with students and analysis of survey results,the causes of students ’ misconceptions were determined.In view of the misconceptions and causes of students in this chapter,the concept transformation teaching strategy is used for practical research.After the end of the classroom teaching,the students in the experimental class and the control class were post-tested,and the effect of conceptual change was tested by comparing the post-test scores and the conversion rate of misconceptions.Based on this,the research process of this study is as follows:(1)High school students showed 55 misconceptions after learning the chapter "immune regulation".There are 17 typical misconceptions,including 14 true misconceptions and 3 false misconceptions.It mainly focusses on the source of immune active substances;the three lines of defence of the immune system;the source,distribution and function of immune cells;the source,essence and distribution of antibodies;and the characteristics of secondary immunity and allergic reactions.It shows that students’ knowledge of immune regulation is not good.(2)The main reasons for students’ misconceptions are the wrong extraction of daily life experience,poor learning attitude and learning methods,the interference of inertial thinking,their own cognitive level,subject factors and teacher factors.(3)In view of the results and causes of misconception diagnosis,this study compiles conceptual change teaching design based on the connotation modification strategy of misconceptions,and conducts conceptual change teaching practice research on the section of "composition and function of immune system".The practical results show that the use of conceptual change strategies in biology classroom can promote students to change misconceptions to a certain extent and construct scientific concepts.Based on the teaching practice results of this study,some simple suggestions are put forward for high school biology teaching:teachers should pay attention to students’misconceptions;carefully compiled teaching design for conceptual change;pay attention to the related research of the concept of misconceptions,be a teaching research teachers,and constantly improve the teaching level.