Investigations On The Preconceptions Of "Energy Supply And Utilization Of Cells" Biology In High School And Research On The Teaching Mode Of Conceptual Transformation

Biological concepts are the basic unit that constitutes the theoretical knowledge system of biology in high school.It’s the most basic biological knowledge.In the process of education reformation,it has been emphasized that it is necessary to highlight the teaching of important concepts so that students can better mastery the scientific concepts.However,the existence of the preconceptions will fatally endanger the implementation of the conceptual teaching and the students’ learning of new concepts.How to effectively acquire the preconceptions of students and turn them into scientific concepts has always been the focus of research for bio-educators.This paper that takes "energy supply and utilization of cells" as the starting point,is devoted to exploring the preconceptions of students,studying the teaching models related to concept transformation,and trying to carry out research on concept transformation,providing reference for front-line teachers.First of all,basedon reading a large amount of documents,the study combs the research status and theoretical basis of the preconception,and defines related concepts;Secondly,the second-level test questionnaire is used to explore the pre-concept of students and their causes.Furthermore,the front-line teachers are interviewed to collect information for concept change research;Finally,the teaching model of the conceptual shift of the pre-concept research concept exposed by the students,and the action research with one piece of knowledge.In the above research,the research results mainly include the following aspects:First,the suvery shows that there are 21 preconceptions in the "energy supply and utilization of cells",mainly focusing on respiration and photosynthesis.There are many reasons for the formation of the students’ preconceptions.The lack of profound knowledge in junior high school and the incorrect accumulation of daily life experience are the important factors in the formation of the preconceptions of students.Second,the results of teacher interviews show that many preconceptions are universal,and students from different periods may have the same preconceptions.The preconception data collected by teachers has certain potential effects on future teaching.Thirdly,comparing the preconception of student existence and thescientific concept,the demonstration teaching mode,the “DO five-step teaching mode” and the “NN three-step” teaching mode have practical guiding effects on the preconception transformation teaching in “energy supply and utilization of cells”.Fourthly,taking the “the process of photosynthesis” as an example,an empirical study on conceptual transformation was carried out.The teacher used traditional teaching and conceptual transformation teaching to teach in the control class and the experimental class,in order to respectively to detect the effectiveness of the concept change.The results is: implementing a conceptual change of teaching mode for specific preconceptions can effectively improve student achievement and promote students’ understanding and application of biological concepts.The research shows that paying attention to the preconception of students and designing the teaching process based on students’ existing concepts and choosing appropriate teaching modes can effectively improve the efficiency of concept teaching and realize the transformation of the preconception.