The Action Research Of Applying The Concept Map Strategy In Teaching Biology Required One Course Of High School

Under the new curriculum reform, students are required to change the learning way of basic knowledge, at the same time to get the basics of learning how to learn. 1compulsory high school biology "Molecular and Cell" module have many complex knowledge and concepts which lead many students in learning easily confused, at the same time, difficult to grasp the system, if the situation can not be reversed, it will reduce students’ interest in learning. The concept map is a way to organize knowledge and characterization tools, I try to introduce the concept map biology classroom, for hoping to help students construct a complete and orderly system of knowledge, deepen students understanding of the concepts and application of biological improve students’ interest in learning.Reviewed domestic and foreign policy concept map teaching research based on the large number of documents, combined with previous work, action research strategy concept map in high school 1 biology compulsory teaching. Using questionnaires, case studies, observation, interviews and other research methods, I selected two science high school’s students and me as study example, in Kang County XX middle school. First through questionnaires the students understand the application status of concept map,put forward relevant countermeasures and suggestions, then the concept map strategies was introduced to two experimental classes, a total of three action research. The first round of action research by post to explain and demonstrate the basic concept maps for students after school to build their own conceptual diagram of the section, each chapter ends will be a cooperation to build a conceptual diagram of the chapter, through the implementation of three weeks, combined with observation and interviews, found that students’ concept map problem such as the relationship among elements of their concept map is not very clear, the concept map is a list of problems and other knowledge points.then Reflection and modify the plan, a second round of action research, the concept map was transferred into the classroom, to the more difficult chapters, teachers guide students to learn new knowledge side edges to build a concept map, for relatively simple chapter, I guide students to group work to build a concept map. And through theimplementation of three weeks, we found that students master the basic method of constructing concept maps, but more time consuming in the classroom. then again,reflection and modify the plan, a third round of action research began, students in this section are expected to preview a substantially constructed concept map, perfect after learning concept map, each chapter end with a cooperation to build a conceptual map of a book completion personal book build concept map after the team improve. Through the implementation of three weeks, the students constructed a concept map of the basic meet the requirements, has been using this approach until high school biology Compulsory 1 "Molecular and Cellular" book learning is completed.At the end of three action research on student questionnaires investigation,combined with interviews interview outline, through the analysis of questionnaires and interviews, and to organize students’ language skills like observation, draw a concept map in promoting students to build knowledge network to help students summarize the conceptual link between the increase interest in learning and improving aspects of teaching ability and so have some effect conclusions. Reflection summary appears in the course of the study the problems and shortcomings and make recommendations in the future continue to improve teaching practice, improve and innovate.