Research On Optimization Of Teaching Strategy Of Biology Concepts In Blended Learning Environment

The concept of biology is a broad concept.Biology concepts can be divided into general concepts and core concepts based on the different structure of knowledge,and it can be divided into misconceptions and correct concepts based on the different contents of knowledge.The aim of this study is to explore the causes of misconceptions by studying of the basic situation about core concepts of student.The core concept is drawn from a number of general concepts,and it can link many general concepts of biology.It has the characteristics of summary and conclusion.In traditional teaching of biology concepts,as a passive container,the students obtain the experience and knowledge indirectly from the teachers,and lack the direct experience in spiritual level.The traditional authoritative classroom has broken the learning motivation of the student's subjectivity,which makes learn biology concepts into a simple and sluggish recitation.If things go on like this,students' interest in learning biology concepts will decline,resulting in more misconceptions.With the penetration of education information in the new round of basic education curriculum reform,the blended biology course has entered the middle school biology concepts teaching class.Blended biology courses pay more attention to the students' ability to learn autonomously and actively construct biology concepts.The aim of this study is to use the combination of online micro-learning and off-line group cooperative teaching in Shihezi Y Middle School,to explore whether blended learning has an impact on the teaching of biology concepts and what are the changes in the misconceptions of students' minds.We hope to put forward teaching optimization strategies,and to provide opinions and references for the concept teaching of biology teachers in middle schools.The quantitative analysis of the scores of the final examination of the freshman students in Shihezi Y Middle School were performed based on the big data analysis.Teacher interviews as well as literature reading,and comparative experiments were also carried out.A quantitative analysis was conducted on the data of four classes: the No.10,12,14 and 15 classes after the end of July test of the senior high school students.In order to clarify the students' understanding and construction of biology concepts under a blended learning environment from an intuitive data point of view,a qualitative study of the total scores of 1221 senior high school students were request to answer the questions 41 and 46.Through interviewing of the teachers who were responsible for reviewing the two subjective questions,the two-way detailed lists of ?meiosis and fertilization? and the ?energy flow of ecosystems? were drawn to clarify the influence of the blended biology learning curriculum on the concept of the students' construction biology from the view of qualitative research.From the intuitive data point of view,we found that the standard deviation,the average score,the excellent rate,the passing rate,the discrimination rate and the error rate of the biology examination papers in blended biology study environment,the lower the comprehensive quality level was,the more obvious the effect of the class was.On the contrary,the higher the level was,the less obvious the effect of the class was.From the view of qualitative research,it is found that a blended biology course differs greatly in subjective scores.The two-way detailed list showed that students still have many problems in the study of the biology concepts.Generally speaking,in the blended learning environment,students were more active to learn biology concepts,and the misconceptions produced were lower than those of traditional teaching classes.The use of materials introduction,instruction in case teaching,case teaching and situational teaching in the offline collaborative teaching process is well-suited for use in the blended biology course of middle schools through integration with online micro-curricular teaching.It can change the misconceptions existed in the knowledge structure and promote students to construct and improve the biology concepts of the existing scientific knowledge.