Practical Research On Cultivating The Structure And Functional View Of Senior High School Students

With the promotion of curriculum reform and the innovation of educational concepts,the cultivation of students’ core qualities has become the focus of education work,In the Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Education,Made clear that the importance of students developing core literacy,research and formulate the students develop the core literacy system,core literacy is placed in deepening the curriculum reform,Implement the basic position of cultivating virtue and cultivating people,is all students should have the most critical,the most necessary basic quality,is to adapt to the lifelong development and social development required necessary character and key ability.The basic view of "structure and function view" in the concept of life is reflected in all levels of life.It is the demand of The Times and the development of students to cultivate the structure and function view of high school students to implement the core quality of biology.Therefore,attention should be paid to the cultivation of the structure and function view of high school students,which is conducive to the formation of the core quality of biology.Conceptual graph is a tool to organize and characterizing knowledge,which contains many concepts,as well as the relationship between concepts and propositions,which can promote the formation of structural and functional view of high school students.To this end,this study aims to apply concept map strategies to strengthen concept map teaching and promote the formation of structure and function view of high school students,and explore the effectiveness of concept map strategies in the cultivation of structure and function view.In this study,the literature research method,questionnaire survey method,interview method and practical research method were applied the concept map strategy to the high school biology class to cultivate the structure and function view of high school students,and conducted the following studies:1.Use literature research method to consult relevant literature at home and abroad,clarify the relevant knowledge and theoretical basis of concept map,deeply understand the application of relevant concept map strategy,and deeply and thoroughly interpret the connotation of structure and functional concept.2.Conduct a questionnaire survey on biology teachers in practical schools and interview some teachers to understand the teaching status of cultivating structure and functional view and concept map strategies in teaching;conduct a questionnaire survey on the objects of practical schools to understand the current level of their structure and functional view.According to the feedback of the questionnaire survey results,it is proposed to apply the concept map strategy to cultivate the structure and functional view of high school students.The results of teacher questionnaire,interview and student questionnaire show that:(1)teachers are not thorough understanding of the connotation of structure and function concept,and their understanding of the core literacy of biology needs to be improved;(2)most teachers rarely help high school students form structure and function concept;(3)teachers rarely apply concept map strategy in biology teaching and explore the strategy of concept map;(4)students have shallow understanding of structure and function,not comprehensive understanding of biology concept and confusion;(5)students have difficulties in understanding the structure,structure and function of biology.3.design concept map strategy teaching case,to carry out the concept map strategy to cultivate students practice research of structure and function,practice research before the test test the structure and function of two classes,and analyze the month of two classes,the T test,P value is greater than 0.05,two classes students structure and function and academic performance there is no significant difference.Then a semester of teaching practice is carried out,teaching the concept map strategy for the experimental class,and the conventional strategy teaching is adopted for the control class.After the completion of the practice,the two classes compared and analyzed the structure and functional view test results and the results of the monthly biology test,and obtained the practice results of cultivating the structure and functional view of high school students in the classroom teaching of high school biology.After practical research,the following results are obtained:(1)after the practice of concept map teaching,the average score of students ’structure and function view in the experimental class and the control class is 63.86 and49.20,respectively.That of the experimental class is significantly higher than that of the control class,indicating that the use of concept map strategy teaching is helpful to improve students’ structure and function view.(2)After the practice of concept map teaching,the monthly examination scores of students in the experimental class and the control class were 50.92 and 45.28,respectively.The score of the experimental class is significantly higher than that of the control class,indicating that on the basis of cultivating students ’structural and functional view,the teaching of concept map strategy is also helpful to improve students’ biological scores.To sum up,by applying the concept map strategy to high school biology teaching,it is effective to cultivate the formation of structure and function view of high school students.At the same time,it provides reasonable suggestions for the application of concept map strategy in high school biology teaching practice,and also provides teaching cases for high school biology teachers in teaching work.