The Empirical Research Based On Concept Map Of Biology Teaching In Junior High School

After many years of teaching practice,the author found that the majority of students will easily confused between old and new knowledge,especially related to the structure and function of the organism biological concepts after they have studied biology for a while and accumulated certain biological knowledge.On this basis,the author often through the list has a variety of related key concepts,guides the student to comb,the relationship between these concepts to form a certain internal logic relations framework or graphics,and to help students to clarify the concept and the relationship between concepts.In a theoretical study,the author came into contact with the teaching strategy of concept map teaching,and found that the method used by the author was consistent with the concept diagram teaching idea.In order to make system can study concept map in the teaching to help students to clarify the relationship between concept and concept,to better serve the teaching and learning,and improve the diathesis of the theoretical level,scientific research and teaching,the authors define the subject and using literature study,investigation study,empirical study and comparative analysis of concept map strategies in junior high school biology teaching effectiveness research.On the basis of expounds the research reason,the research significance,the research review and research methods of concept map,this study design the application of concept map teaching in junior high school biology teaching cases,including the preparation of concept map teaching,the application of concept map in the new teaching case and the application of concept map in recitation,and shall be implemented.Based on the investigation method,this study investigated the biological learning of junior high school students before and after the experiment.To understand the influence of concept map teaching strategies on students’ interest in learning biology,learning methods and learning ability,and students’ evaluation of concept map teaching.Based on the empirical approach,this paper makes a comparative study on the validity of the teaching strategies of concept map teaching in seventh grade and eighth grade.The difference of test scores between experimental class and control class and the biology academic performance of students at different levels improved and the differences in the improvement of biology academic performance of students in experimental class of different grades was analyzed through the independent sample T test.The results prove that:1.Concept map teaching can stimulate students’ learning interest to a certain extent,which can help students improve their learning methods and improve their learning ability.2.Concept map teaching can improve students’ academic performance significantly;3.The teaching of concept map has no significant influence on the academic performance of students at high,middle and low levels in grade 7.There was no significant difference in the post-test scores of students from different levels in the experimental class.The teaching of concept map has no significant influence on the achievement of students of grade 8 at the middle level.And there was no significant difference in post-test scores between the experimental class and the control class.Concept map teaching of grade eight high group has remarkable effect on the performance of the experimental class high test scores and after significant differences that in comparative classes high group,experimental class grouping high performance improved significantly;4.Whether the concept map teaching is applied in grade 7 or grade 8,there is a significant difference between the post-test results of the experimental class and the control class.The reasons for the influence of concept map teaching on students’ biology academic performance include that:It is a meaningful study that when students using concept maps.It is the learning that inspires the inner drive.It can promote communication and cooperation between teachers and students.Therefore,the application of concept map teaching strategy can significantly improve students’ academic performance.The high score group has a good learning habit,and is better at integrating knowledge points with the method of inductive arrangement.Through the teaching strategy of concept map,the strong team is stronger.The research also puts forward some Suggestions on concept map teaching: the knowledge and production methods of concept maps require professional training,the concept map teaching should choose the teaching content suitable for the concept drawing,the evaluation of the concept map should respect the individual differences of students,we should strengthen the face-to-face instruction in concept map teaching.Finally,the author reflected on the shortcomings of this study and clarified the direction of further research.