A Practical Study On Transforming Junior High School Students’ Preconceptions Of Biology By Using PCRR Argument Pattern

The biology curriculum standard for compulsory education(2022 edition)emphasizes that teachers should organize teaching content and activities around big concepts,pay attention to students’ active construction of concepts,and also pay attention to the preconceptions in students’ minds to help students establish scientific concepts.PCRR is a demonstration teaching model that includes four stages: presentation,criticism,reflection,and refinement.It is suitable for concept teaching and can help students expose preconceptions and deeply understand core concepts,which is highly consistent with the requirements of the new curriculum standards.Therefore,this study attempts to use the PCRR argument pattern to transform the preconceptions of biology that junior high school students have.First of all,this study starts from the domestic and international research trends of demonstration teaching and concept change teaching,uses the literature research method to understand the development process of relevant research,expounds and defines relevant theories,and develops a detailed investigation and practice plan,laying a solid theoretical foundation for the follow-up research.Secondly,the questionnaire survey was used to understand teachers’ understanding of demonstration teaching and concept change teaching.It was found that teachers attach importance to students’ concept learning,but lack of understanding of demonstration teaching;With the theme of "Photosynthesis and respiration of green plants" in the first volume of the seventh grade of junior high school biology published by the People’s Education Press,the author uses interview and questionnaire methods to explore students’ preconceptions and the causes of formation,and finds that students have many preconceptions.The causes of preconceptions are: students’ negative learning attitude;the influence of life experience;interference of Internet information;negative transfer of knowledge.According to the survey results,the teaching design based on the PCRR argument pattern is developed.Thirdly,carry out practical research on the transformation of junior high school students’ biological preconceptions by using the PCRR argument pattern.Implement teaching based on the PCRR argument pattern in the experimental class,and implement routine teaching in the control class,and use the three-stage diagnostic test questionnaire and the knowledge transfer ability test questionnaire to test the effect of concept transformation.Conduct statistical analysis on the pre-test and post-test of two questionnaires.By comparing the results of the pre-test and post-test,it is found that the concept transformation effect of the experimental class is significant,and the knowledge transfer ability is also significantly improved;By comparing the questionnaire results of the experimental class and the control class,it is found that the teaching based on the PCRR argument pattern can better help students change their preconceptions,master scientific concepts and promote the development of their knowledge transfer ability compared with the conventional teaching.Finally,according to the results of the survey and practice,we draw the conclusion that the front-line teachers lack the knowledge of demonstration teaching;students have many preconceptions;PCRR argument pattern can effectively change students’ preconceptions and improve students’ knowledge transfer ability.And put forward teaching suggestions:(1)broaden the channels of understanding information;(2)enrich conceptual diagnosis methods;(3)elaborate design of demonstration activities.