Experimental Study On Conceptual Change Strategies Of Biology Teaching In High School

In the "standard of biology curriculum standard(Experiment)of ordinary high school",it is proposed to improve students' biological science literacy.There are a lot of scientific concepts in high school biology curriculum,and the foundation of scientific literacy is to master scientific concepts.In the process of teaching,many teachers neglect the essential attributes of concepts,and use rote recitation and blind copying to enable students to learn scientific concepts.A large number of studies at home and abroad have also pointed out that students have formed their views on the concept of learning through many ways in their life before the study of scientific concepts.These views may be one-sided,possibly deviant or even wrong,and we call it the prescientific concept.In the course of teaching,teachers should attach importance to the students' prescientific concept,take a certain method to explore and study the laws produced by them,and adopt appropriate teaching strategies to transform the students' prescientific concept into scientific concepts.This study mainly aims at the part of "the regulation of hormone through the regulation of hormone" in senior high school biology.This study investigates the former concept of students,analyzes and selects appropriate teaching strategies to teach students conceptual change,and tests the effect of teaching strategy through classroom teaching practice."The law of separation","the importance of the homeostasis of the internal environment","the law of separation in the regulation of hormones",the steady state,the regulation of hormone and feedback are the important concepts of high school biology,and it is also a difficult point for students to understand and master.At present,educators in China are still lacking in teaching research on their conceptual change strategies.Based on the theory of concept transformation,the research adopts the method of literature research,questionnaire survey,interview survey and experimental research.The study of the senior two students in Tian jia bing middle school in Shaoguan is the research object,and the research of concept transformation teaching is carried out.On the other hand,through the contrast test,we explore the effect of the concept change on teaching strategies,and provide reference for teachers in the specific teaching process.The study shows that when students learn the law of separation and the importance of homeostasis of internal environment,the level of the former scientific concept is reduced by the concept transformation strategy teaching,and the basic knowledge of the chemical nature,content,object and physiological function of hormones is learned in the study of the content of hormone regulation.The former scientific concept is explored and analyzed.After the use of different teaching strategies in the experimental class and the control class,it is found that the experimental class students with conceptual change teaching strategies are better than the control class students who use the traditional teaching strategies,and have a good persistence in concept preservation.After further analysis of students at different levels in the experimental class,it was found that conceptual change teaching strategy is the most helpful to students with moderate learning ability.