The Investigation Of The Concept Of "steady State" Mythology In High School Biology

The 21th Century is an era that science and technology developing rapidly. As science and technology have become one of the important indexes indicating a country's comprehensive strength, the governments in various countries and regions attach great importance to science education. In the process of new-curriculum reformation in China, to improve students' scientific quality is an important target of science education. As science curriculum and compulsory subject in middle school, biology mainly develops students' biologic scientific quality, which is one of the biologic curriculum goals.Biology consists of a large amounts of biologic concepts, so to study biologic concepts is the base for biology learning. Since high school students have many misconceptions about homeostasis and difficulties in biology learning, this paper selects the misconceptions about homeostasis in high school biologic as research topic. After reading the papers related to this research and high school biologic textbook, I wrote the three-order misconception questionnaire. The misconception questionnaire was distributed to the students in Xi'an Tie Yi High School Binhe Branch Campus, Xi'an Sixty-sixth High School and Xi'an Middle School. After the questionnaire were completed, some students was interviewed.Through this investigation, we come to the following conclusions. There are many misconceptions about homeostasis in students'mind. The number of the misconception is large, and the kinds of misconception are varied. There are more misconceptions in macro level than in micro level. There is no significant difference between the amounts of misconceptions that boys and girls separately have, but types of the misconceptions are different. Students in grade 3 of high school have more misconceptions than students in grade 2 of high school. The teaching methods also affects the number and types of misconception.On the basis of research and analysis, some suggestions are offered to deal with the misconception about homeostasis in students'mind. Suggestions for teachers teaching: (1) Collect students'misconception in various ways. (2) Classify students' misconception and analyse the reason why these misconception emerge. (3) Arouse cognitive conflicts and make students to find scientific conception by themselves. (4) Make most use of class time to change students' misconception. (5) Pay close attention to the differences between boys and girls in thinking habit and interests, ensure the participating level in classroom activities of boys and girls equal, avoid gender bias. (6) Via extracurricular activities to transform the misconceptions. (7) Review in time. Suggestion for students learning:(1) Attach importance to the learning of biological conceptions and cultivate attitude. (2) Pay attention to the fundamental constitution and insight into the character. (3) Strengthen using of conception in the practical life for further understand. (4) Discuss with family, friends, classmates and teachers to make progress together. (5) Make a conception handbook.