Research Of Biology Conceptual Ecologies Differences In High School Students' Different Intelligence Types

Biology is the concept system made up by a large number of biological concepts. Biological concept teaching is the central task of biology teaching. Understanding and applications for biology concepts being regarded as an important performance means one who has the biological science literacy. Individual conceptual ecologies have an impact on the construction of scientific concepts in the course of concept studying and different intelligence types have different conceptual ecologies. Therefore, studying the conceptual ecologies in students'different intelligence types can make contributions to understand the differences and the factors of conceptualizing and be significant in targeted scientific concepts construction. In this study, the intelligence types of high school students was firstly classified and then chose a different sample of students in different academic achievement to interview after concept teaching. It was found that:the conceptual ecologies differences exist in different intelligence types. A comprehensive analysis of the following conclusions:High school students'conceptual ecologies in different intelligence types play a different role in biology concept construction and relevance of individual conceptual ecologies factors is significant.Relevance of individual conceptual ecologies factors in different intelligence types also have something in common.As a result, teachers should pay attention to the conceptual ecologies of student in the process of concept teaching and enable the students make sure a clear concept connotation on the basis of superior concept. At the same time, teachers should establish a pluralistic evaluation methods to meet different intelligence types and academic achievement of students'emotional needs, and promote the development of students.