Research On Senior Biology Teaching By Applying Concept Map

Based on absorbing the advantages of the current high school biology, Regular high school Biological Curriculum Standard (experiment), further emphasizes that learning is a process, in which students constructing knowledge actively, developing ability and forming the correct emotion attitude and values. It also covers how to learn one of the four pillars of the UNESCO "Commission" in the 21st century of the international education. Hence, it is drawn up to provide guidelines for educators to alter the present situations of basic education of mechanical memorizing and automatic training. Students benefit a lot from the concept map, which helps students to understand concepts and clarify the relationship between the concepts, promotes the development of students’ intelligence and creativity and improves the students’ biological science literacy. No sooner had the concept mapping strategy been applied to the teaching of different subjects than it achieved good results. With the breakthrough of concept mapping strategy, an increasing number of teachers have employed it unconsciously. It is a topic worthy of study on how to apply concept mapping strategy to high school education. Though the study started late, the concept map is widely used in teaching.In recent years, the studies on concept map teaching strategy by domestic educational circles are on the rise, while few studies have been done on how to create a more suitable concept mapping for biological teaching and help students grasp the concepts. Based on the high school biology teaching material, the paper is divided into four parts. The first chapter expounds the origin, the definition and the characteristics of concept mapping, how to create a concept map and how to evaluate a concept map. The second chapter introduces the theoretical knowledge of concept mapping and previous studies. The third chapter is about the application of concept map in high school biology teaching strategies. The fourth chapter shows the concrete practice of concept map in biology teaching. The last chapter mainly introduces the application of the concept mapping in the actual high school biology teaching practice. Through the analysis of test scores and questionnaire survey, we draw the following conclusions:(1) concept mapping teaching is able to assist teachers in teaching design; (2) to promote students meaningful learning; (3) to help students take notes efficiently and improve the learning efficiency in class; (4) to promote group cooperation and the brainstorming.