Research On The Cultivation Of "Life Concept" Based On Conceptual Graph Strategy

In April 2014,the Ministry of Education issued the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Tasks of Lide Shuren".The concept of “core literacy” was first proposed.Subsequently,Each discipline has also had core literacy content that is consistent with the nature of its discipline.The "General Senior High School Biology Curriculum Standards(2017 Edition)" also clearly states that the core literacy of biology disciplines includes life concepts,scientific thinking,scientific inquiry,and social responsibility.The curriculum standard states that the concept of life is the foundation and pillar.Students should form a life concept based on a better understanding of biological concepts.However,the concepts in high school biology textbooks are many and related to each other.Therefore,the author chooses the concept map strategy to cultivate the concept of life.This research is divided into two parts: theoretical research and practical research.Theoretical research is to first explore the connotation of the concept of life and the current research status at home and abroad.According to the content of the "Molecular and Cell" module,this thesis focuses on the two contents of "structure and function view" and "material and energy view".Then study the type of concept map and the drawing process.Practical research is to sort out the textbook content of the "Molecular and Cell" module,which is suitable for the concept of "structure and function" and "material and energy",and carry out the corresponding teaching design,teaching practice,teaching evaluation and analysis.In terms of time schedule,since the "life concept" was formally proposed at the end of 2017,the related research is not a lot,the research is somewhat innovative.In practical terms,starting from the course objectives and teaching objectives,linking concept map strategies to practical teaching that fosters life concepts.It can explain to some extent the cultivation practice and progress of using this strategy,and it is expected to provide some reference for first-line biology teachers.The research method includes literature research method,textbook analysis method and experimental research method.The experimental research rule is to select two classes at the same level.The “teaching” of the teacher's “teaching”,the “learning” of the studentds' “learning” and the teaching “review” adopt the concept map strategy.The Experimental class exercises also use the concept map strategy,but the contrast class does not use the concept map variable.The research results show that the strategy is bene-ficial to teachers and students to a certain extent.Teachers can accurately grasp the connection between the difficult points of teaching and discover problems from the conceptual maps drawn by students,and adjust the teaching progress.The strategy can also be certain.To improve the students' performance and efficiency,try to analyze the relationship between the concepts of each level,understand the "life concept" contained in it,and use the analogy method to explain some simple life phenomena,and gradually carry out the "life concept" Internalization.Although this experiment has achieved certain results,due to the short research period and insufficient research samples,there are still some areas for improvement.Therefore,in future research,the author will continue to cultivate in the second and third grades while expanding.Samples,communicate with colleagues in the school,conduct this practical research together at all levels of the year,and strive to further improve the conclusions of the experiment.