| Biology is a natural science which study being phenomena and its plan of action.It discovered the basic law of this subject by analyzing a series of concepts and logical thinking such as judgement,synthesis and inference. So biology concept is the foundation of Biology, and is the basic language unit for the biological field. In a certain significance, the student learn ,mainly to grasp the concepts and the systems made up of the concepts . Therefore, in the teaching process, to help the students master the biology concepts is related to whether the students can grasp biology knowledge and whether they will put the knowledge of biology into practice in our real life.In the procession of the traditional biology concept-teaching,Most teachers forcus on the result but neglect the procedure,concertate on giving knowledge but forget guiding the studengs,and pay more attention to studying the concept itself than studying the students themselves.As a result,the students cann't really understand the biology learning.This thesis forcuses on the present situation of Biology concept-teaching to do it by summarizing and analyzing the former study. I carry it out with the basis of the related theories of pedagogy and psychology, In order to get much more effective results, I apply literature analysis, the questionnaine and experiment research to do some initial research on how to deal with the problems to learn Senior biology concepts from both sides of theory and practice.The thesis adopts questionnaire to carry out the research on how the senior students learn biology, on how they get to know the biology concepts and on how the teachers start to understand the senior biology concept-teaching. The result shows:â‘ The majority of the students did not stress on learning the biology concepts and neglected to study the conceptsâ‘¡Many students are passive on learning biology. They showed less interest and were not active in learning biology. This lead to increasing the difficulty on teaching.â‘¢Most teachers of biology din't pay enough attention to the role which biology concepts play in teaching. It had great effect on the students'grasping the concepts Based on the survey above and my own practical teaching, I summarze that the main elements which affect the senior biology concept-learing are:â‘ The subjective factors from the students, including the students'knowledge.local thinking, their interests,their motive,their temperament and their homesickness.â‘¡The teachers'objective fators, including the teachers'concept on teaching, their teaching method, their attitude to the biology concepts.of course, there exist some other factors such as contents-making-up,families and society to affect their biology-learing, as well as the ones above. Based on the factors which influence concept-learning I carried out experiment research with the two classes which I am teaching now. The study result shows:The experimental class which adopts new concept-teaching strategy, get higer marks than the compared class, which is taught in a traditional way. This proves that the strategy to overcome the factors affecting concept-learning,as this thesis puts forward, can be good examples for Biology concept-teaching. |
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