The Investigation Of Misconception About "the Life Course Of Cells" In Biology Of High School Students

In the process of learning biology,the existence of the misconception not only hinders the formation of the students' scientific concept,but also has a negative impact on the effectiveness of the teachers ' teaching.Therefore,the study of the concept of students' biological myths is not only the basis for the transformation of students' misconception,but also the reference of teachers' teaching.In this study,the content of the “Life Course of Cells” of the PEP High School Biology was studied,and the self-made “Mystery of Cell Life” concept questionnaire was used as a research tool to select 991 students from Hanzhong High School(city level)and Chenggu No.1(county level),and Puzhen High School(town level)were the subjects of the study.They conducted paper surveys to investigate the formation of students' misconception,and proposed relevant concept changes.The results of statistical analysis of the survey results are as follows:1)There are different degrees of misconceptions in the themes of various concepts of“the life course of cells”.The vast majority of students have misconception in the difference between apoptosis and necrosis(80.7%)and the process of mitosis(65.5%).The concept of "the course of cells" in each subject's conception from high to low is apoptosis,cell proliferation,cell growth,cell senescence,and cell differentiation.2)In all grades and schools,the difference was extremely significant(P<0.01).There was no significant difference between genders(P>0.05),indicating that grade and school is a factor that affects the concept of students' misconception.3)The behaviors of biology learning,taking notes,reviewing learning,and making a learning plan,were factors that affect students' misconception and the difference was extremely significant(P<0.01).The attitudes of biology learning,learning interest,learning needs,learning will,learning evaluation,and learning ideals,were factors that affect students' misconception and the difference was extremely significant(P<0.01).The ability of biology learning,attention,self-control,and practical ability,had extremely significant difference(P<0.01).The observation power had significant difference(0.01<P<0.05).There was no significant difference(P>0.05)in the creating.It's shows that attention,self-control,practice,and observation are the factors that affect students' misconception.The method of biology teaching,interesting,objective,organized,inspiring,and multimedia was factor and the difference was extremely significant difference(P<0.01).4)Put forward relevant teaching suggestions as follows: correcting misconceptions,through comparison charts;breaking misconception through constructing physical models;creating a learning atmosphere,resolving misconception;focusing on summarizing and summarizing misconception;learning suggestions: Use self-explanation to transform misconception;standardize learning behaviors,eliminate misconception;correct learning attitudes and defeat misconception;experience learning skills and reduce misconception.