Application Study Research On Concept Transformation Strategy In The Genetic And Evolution By PEP

Concept is a foundation for the learning of any subject. Due to the high school students personal cognitive and life experience factors, there are a number of pre-concepts in their mind before they study science concept.These pre-concepts will interfere in the understanding and application of the correct concept, thereafter making influence on students’further understanding and learning of the biological knowledge. The Ordinary High School Biology Course Standard (tests) makes a clear requirement of students’ability of using abstract concept and principle in new context, which functions as one part of the general knowledge learning objectives. It can be seen that the New Curriculum Standard put forward a higher requirement of the concept of biology learning.Therefore, researches on all kinds of pre-conceptions of biology in students’mind, realizing the concept transformation to improve students’ biological scientific literacy, is rather important. This study will be illustrated from the following four aspects:(1) literature review:the paper summarized the cognitive theoretical basis and theoretical basis of concept transformation, the occurrence and development of the transformation process, cognitive-conceptual model and society-a conceptual model, as well as concept transformation strategy in common teaching have been reviewed in this part.(2) Diagnosis analysis and content formulation for common pre-science concept in The Genetic and Evolution:qualitative daily observation analysis and questionnaire survey, design of quantitative methods have been used to explore and investigate pre-science conception of the students. Relative data has been collected to analyze the causes of pre-science conception and its influence on students’ learning.(3)The concept transformation of "biological variation""meiosis" has been used as examples to illustrate the application of concept transformation strategy to biology teaching in middle school.(4) Teaching in a controlled class as well as a experimental class has been conducted to compare and analyze students’interest, attitude, learning method, pre-concept and the results of biology final examination, t value and p value of the experiment have been analyzed to test the efficiency of the application of concept transformation strategy into biology teaching.The experimental results indicate that the pre-scientific concepts are common in the cognitive process of the students. The students are hardly aware of its existence, therefore ignoring its influence. Concept transformation strategies applied in teaching can improve students’learning interest and biology attitude; improve students’ learning methods as well as their learning achievements. Nevertheless, the process of concept transformation is long-term and complicated. Therefore, teachers should consciously use concept transformation strategy appropriately in the usual biology so as to improve teaching efficiency and help the students grow.