Research On High School Biology Concept Teaching Based On APOS Theor

Biology Curriculum Standards for General Senior High Schools(2017 Edition)emphasizes the importance of big concepts in biology teaching,and emphasizes students’ understanding and application of biological concepts in hands-on and brain activities,and the development of core literacy of the subject.APOS theory,as a hot spot of current concept teaching research,reveals the psychological process of students’ experience and construction of concepts through activities,and its idea coincides with the basic idea of the new curriculum standard of biology.Therefore,it is of great value to apply the guiding ideology of APOS theory to the teaching design and practical research of biology concept.This paper is divided into six parts,the main contents are as follows:The first part is the introduction.This part introduces the research background,summarizes the research status of Concept Teaching and APOS Theory at home and abroad,and expounds the research purpose,significance,ideas and methods.The second part is an overview.This part defines the concepts of Biological Concepts,Biological Concept Teaching,and APOS Theory and elaborates the theoretical foundations of this study,including Cognitive Learning Theory,Constructivist Learning Theory,Piaget’s reflected abstract Theory,and Deep Learning Theory.The third part is the investigation of the current situation of biology concept teaching in high school.To understand the current situation,a questionnaire survey was given out among some teachers and students of three high schools at different levels in a city.After analyzing the results,the following problems are found: students are very unfamiliar with the big concepts;teachers still use the traditional concept teaching method;teachers have the requirements of constructing conceptual system,but students did not do well in practice;among the three high schools at different levels,the provincial high school is the best in concept teaching;both teachers and students have the desire to change the way of conceptual teaching.The fourth part is to construct the teaching strategy of biology concept in high school under the guidance of APOS theory.First of all,general teaching links are constructed based on the idea of APOS,that is,"creating situation,stimulating interest","thinking and activities,perceiving concepts","introspection and internalization,building concepts initially ","abstraction and refinement,integrating concepts","consolidating application,clarifying concepts","extending and expanding,connecting concepts".Then,teaching cases are designed for the selected concept chapters based on APOS theory.The fifth part is teaching practice.Two classes in A high school senior students as the research object,practice before,prepare the test before testing homogeneity of two class difference,it is determined that the experimental class accepts concept teaching based on APOS theory,and the comparative class accepts traditional concept teaching,in practice,take the form of classroom observation record and after the practice,conduct post test.Last,statistics and SPSS21.0 were used for data analysis.The results show that concept teaching guided by APOS theory can improve students’ academic performance,classroom participation and learning interest.Therefore,APOS theory is effective in biology concept teaching.The sixth part is the conclusion and reflection,which summarizes the research and reflects on the shortcomings of the research,in order to improve the follow-up work.