| Biology curriculum standard attaches great importance to the biological concept. A new round of curriculum reform has made great achievements, but due to the small number of teachers’ understanding of the concept of the new curriculum of the existence of errors, combined with limit of a variety of factors, make the effect of senior high school biology concept teaching is not ideal, there are still a lot of problems. In 1960, American educator Ausubel for the first time put forward the advance organizer, aims to help students to set up the bridge of new knowledge to old knowledge in cognition structure, achieve the integration between knowledge. In order to enhance the biological concept teaching quality, the advance organizer teaching strategy is very important to study the biological concept.Study on the advance organizer at home and abroad has a long history, the research of the advance organizer is mainly reflected in the definition, the characteristics, the application strategy, presentation, and case analysis etc. No matter the theoretical level or the practical level, these studies have greatly enriched the research content of the advance organizer.This research mainly discuss about theory and practice aspects. In theory, based on advance organizers, do the relevant theoretical research about it. Including the principle of design, the strategy of design different types of advance organizer, implementation steps, application of classroom teaching, biology textbooks published by people’s education press in advance organizer and so on are researched.This study selected an ordinary senior middle schools (4), (6) class all the students as the subjects in baoji, There was no significant differences between biological performance number and gender etc of the two classes. High classes (4) as the experimental class, use the advance organizer teaching strategy to carry out the teaching; While high classes (6) as that in comparative classes, according to the traditional teaching method in teaching. This experiment will select three important and representative biology concept as an experiment. Through concept teaching after the real-time test and delayed test, we compare two classes of grade, and analysis the advance organizer teaching strategy on students’ study effect, different degree of students’ learning effects, the influence of different gender, etc. Finally, the high (4) classes students advance organizer evaluation questionnaire, mainly from the teaching strategies on students’ interest, attitude, change the way of learning, etc are analyzed.This study obtained the following conclusions:(1)The biological concept learning and retention:the advance organizer teaching strategy to promote high school students on the biological concept learning and retention, students can improve the biological concept learning. A more significant effect on students’ cognitive structure is not perfect, the students did not show significant difference.(2)Gender differences:from the analysis of gender differences in some aspects, the advance organizer teaching strategy is more likely to promote high school boys biological concept, improve the flexibility of the students thinking. This may be related to learning methods, students thinking habits and so on.(3)Learning methods:introducing the advance organizer, can improve the learning methods of students’ biological concept, but the effect is not significant. Only a few students can transfer learning methods related to the advance organizer to the learning of other subjects.(4)Interest and confidence:the advance organizer teaching strategy can improve students’ learning interest and confidence in the biological concept learning, do a good job of cognition and emotion for learners, to enhance their enthusiasm of learning biology. |
