| Due to the influence of their own life experiences or existing knowledge, some concepts are comprehended by students have a certain deviation with scientific concepts after receiving formal science education, which are called misconceptions. Misconceptions have a impediment to the creation of scientific concepts system, and probably have a negative effect on studying lessons or the future life and practice of students. Therefore, grasping the misconceptions of students and teaching strategies about conceptual change are the essential content of the work on teaching and teaching research. ―Plants’ hormonal regulation‖ is an important content of biology curriculum teaching in middle school, involves many biological concepts some are so abstract that the students are easy to form misconception in the learning process. So far, at home and abroad there are many research on the misconceptions of middle school biological study, but the object of the research has remained mostly on biological genetic variation and photosynthesis of plants, few on ―plants’ hormonal regulation‖ misconception of senior middle school students.This thesis is based on analyzing and summarizing the relevant literature, and the common misconceptions are summarized through interviews and the two-stage diagnostic tests questionnaires designed by ourselves which appear after the senior middle school students learning ―plants’ hormonal regulation‖ and the reasons for their formation. On this basis we put forward the corresponding strategies of transformation, in order to provide a reference for teaching ―plants’ hormonal regulation‖ and to help senior middle school students to learn and understand the content of the chapter of ―plants’ hormonal regulation‖ better.The results show that misconceptions mainly exist in eight areas after senior middle school students learning the chapters of ―plants’ hormonal regulation‖, which are definition of tropic movement, definition of plant hormones, reason of coleoptiles growth towards light, transport modes of auxin, duality of auxin and auxin analogs’ function, apical dominance of plants, cause and effect of various plant hormones, fundamental difference between plant hormone and plant growth regulator. According to those above problems, combined with relevant learning theory, conceptual change theory and teaching design theory, multimedia animation, expanding textbook experiments, group cooperative learning, concept mapping and other teaching strategies are proposed. And the corresponding tea ching suggestions are put forward. |
