The Construction And Experimental Study Of Senior Middle School Biology Reviewing Teaching Mode Based On Concept Map

Biology concepts is the basic unit of organization and system for students to buildbiological knowledge. Therefore, the teaching of concept is the foundation in senior middleschool biology teaching. Only by grasping the concepts and relationships between them, andto get them into a knowledge system, can we truly understand and master the knowledge ofbiology. However a large number of survey results show that in practical teaching，theconcept of instructing students to combine the concepts that are learned into a knowledgesystem has not drawn enough attention from teachers, which makes senior biology reviewingteaching less inefficient. Concept mapping as a tool and strategy for teaching can not simplyhelp promote students’ cooperative and creative learning and help students build the system pfknowledge, but also make full use of students’ initiative and enthusiasm, thus changingstudents ’ cognitive style. Therefore, I introduce the concept map into biology reviewingteaching in the teaching of grade three, and perform " The construction and experimentalstudy of senior middle school biology reviewing teaching mode based on concept map " inorder to improve the review efficiency.This survey adopts survey procedure, experimentation, literature, comparative analysis,and other methods.The paper is divided into the following five parts:Part Ⅰ: Interview teachers and students in grade three and ask them to fill in questionnaires,the result of which shows that the current senior biology reviewing teaching fail to focus onthe building of biological knowledge network, bue stress the practice of repeated training,which makes senior biology reviewing teaching less inefficient.Part Ⅱ: Summarize the concept map theory and teaching mode theory, respectively.Concept mapping as a tool for teachers’ teaching,as well as students ’ autonomous learningand evaluation, displays a strong teaching function. However, it is not common that conceptmaps are introduced into biology reviewing teaching of grade three. More rarely, the studyof using concept maps to organize of senior middle school biology reviewing teaching iscarried out.Part Ⅲ: Guided by the basic concept of the reform of new curriculum, the concept map isintroduced into biology reviewing teaching of senior middle school, in which I try to build a"senior middle school biology reviewing teaching mode based on concept maps", andelaborate the theory foundation of the mode, function object, operation procedures,requirements for the implementation and evaluation of teaching.Part Ⅳ:The operability, feasibility and effectiveness of " the construction and experimental study of senior middle school biology reviewing teaching mode based onconcept map" is performed through the comparison and experimentation. The results showthis way to organize the biology reviewing teaching in grade three can stimulate students ’interest in learning biology, mobilize the enthusiasm and motivation of students. Besides, thismode can only improves students’ cognitive structures of biology learningbut also allowsstudents to improve the academic achievement, thus improving the effect of grade threereview.Part five: The matters worth attention while the teaching mode is used are illustrated. andthe work that is not completed si listed in this study too, hoping to view more follow-upresearch, which can constantly improve and develop the teaching mode.