A Study On The Diagnosis Andtransformation Strateies Of Biology Misconceptions Of Senior High School Students

The knowledge of biology is mainly composed of the concept of biological science.Therefore,the concept teaching should be paid more attention in the teaching of biology curriculum in middle schools.The research shows that students have holed their own unique opinions on some phenomena before they accept the new concept.Educational scholars call those one-side,incorrect opinions and views holded by students are "misconceptoins"."Misconceptoins" will hinder students from learning new knowledge.Through the survey found that the " misconception " abundant,it plays a certain effect for students to learn scientific concepts,and teachers rarely for conceptual change teaching in the actual teaching process,therefore,it is necessary to carry out the biology misconception of diagnosis and reseach on transformation strategy in the ordinary high school.This study takes "the input and output of cells" as an example to explore the students' misconception mainly through 2-phase diagnostic test methods,and pointed to choose appropriate transformation teaching strategy in order to develop the concept of teaching practice research,and it can help students relieve misconception,improve biological science literacy,and provide theoretical guidance for the related research and methods for reference of the misconception.The subject can be divided into five parts.First,understand the research progress of misconceptions at home and abroad,and reviews the theoretical part of the misconception,then on the basis of investigation and study of the misconception to develop conceptual change teaching practice research,finally come to the conclusion and put forward Suggestions.In the first part,a large number of relevant literatures are reviewed,and the research status of the misconception is deeply understood at home and abroad,and the research methods and ideas of this thesis are determined.In the second part,through the literature method,this paper makes use of the full text database of China knowledge net to comb and summarize the connotation,knowledge and relevant theories of the misconception.The third part,through the ajar and 2-phase diagnosis of two kinds of questionnaire survey,to investigate freshmen at school,and to explore the students' misconception,and according to the survey results will be the formation divided into three aspects: individual cognitive factors,social and cultural factors,teachers and teaching materials,etc.The fourth part,based on the characteristics and causes of the misconception,the research proposes several effective teaching strategies of conceptual change which mainly includes cognitive conflict,comparison,conceptual drawing,scientific teaching process,"communication-understanding-interpretation" and multimedia assistant teaching and so on,and the section of "Material Trans-Membrane Transportation Mode" is taken as an example to carry out teaching practice research,to verify the effectiveness of the conceptual change teaching strategy.? ?In the fifth part,the conclusions of this study are summarized,and the feasible Suggestions are put forward in order to provide specific reference case and practical application for the concept transformation teaching.