Study On The Application Of Concept Map In Biology Teaching In Junior High Schools

The new curriculum standard focuses on the concept of teaching. It illustrates50important concepts as the key points for students. More importantly, the knowledge for students is mainly based on the basic concept as well as the concept constituted knowledge system. It also covers how to learn one of the four pillars of the UNESCO "Commission" in21Century of the international education. Therefore, teachers should explore the corresponding teaching strategy for students based on the concept of teaching. Furthermore, the process of making concept map is quite similar to students’ thinking process. Thus, it can promote their meaningful learning. Nowadays, concept map has being become a popular teaching tool in more and more countries. It’s a definite trend to use concept map for teaching reform as well as the breakthrough of our concept map research. Therefore, it is a topic worthy of study on how to correctly apply the concept map strategy in junior high school biology teaching.Researchers have found that concept map can help students to understand the idea of concepts and clarify the relationships among concept. However, there are still some problems for researcher to solve, such as how to use it in the practical teaching, how to establish a concept map strategy based on the local features and so on. This article attempts to design the different concept map based practical teaching cases, and then offer the concept map teaching strategy suited for teaching through analyzing these practical cases. Finally, an effective and feasible approach can be provided for junior high school biology teaching.This article deeply discovers the theoretical foundation of the concept map teaching based on the analysis towards the current situation of junior high school biology teaching and the related researches. We also design our own strategies to apply concept map in the different lesson modes and different teaching methods and investigate their corresponding results. To achieve this purpose, the following three factors should be taken into account:1) use the diagram to pave the way for the construction of concept map;2) use the concept map progressive teaching at different stages of learning;3) combine with other teaching strategies targeted at different class in the selection of different types of concept map teaching. According to the analysis of the practical test, results show that concept map can improve students’ scores, change their learning method, enhance their interest in learning, promote their autonomic learning, promote group cooperative learning to the benefit of their expression and communication, improve their self-learning ability.