A Study Of Senior High School Biology Concept Teaching Based On Scientific Argumentation

Biological subject knowledge is based on concepts,which is used as the core to build an overall knowledge system.The basis for students to learn biology is to acquire concepts and understand the relationships and laws between related concepts.Biology concept teaching is the key core of learning biology well.Biology concept teaching requires students to have relatively sufficient time to deeply understand and apply important biological concepts,and then be able to use scientific thinking and methods to discuss or solve practical problems in life and develop core literacy.On the basis of clarifying the characteristics of concept teaching,this study organically integrates scientific argumentation with biology concept teaching and puts it into practice,exploring the effect of scientific argumentation on the teaching effect of high school biology concept teaching,the interest and initiative of high school students,To enrich the way of teaching biological concepts.Consulting domestic and foreign literature to understand the current status of concept teaching and scientific argumentation research,and the concept of concept teaching and scientific argumentation is defined based on literature,and the content of the 2017 version of the standard curriculum standard of the senior high school biology course is analyzed.Under the guidance of the large concept theory,concept change theory,and constructivist learning theory,combined with the existing research results and the analysis suggestions of front-line teachers,clarify the design concept of the integration of scientific demonstration and conceptual teaching,and propose teaching such as question string,debate,role-playing,etc.Strategy.The teaching design and teaching experiments are carried out with 4 parallel classes in the first semester of ordinary senior high school.For one semester,the teaching effect of scientific demonstration in concept teaching is tested after practice,mainly through three channels:(1)Interview method to understand the concept The impact of scientific demonstration in the teaching classroom on students 'learning initiative and academic performance;(2)the mid-term and final exams arranged by the school as a horizontal comparison;(3)at the end of the semester,use the concept understanding level questionnaire to investigate the students' understanding of the concept and apply SOLO Classification theory analysis.A comparative analysis was made by collecting the results of the three biological examinations of the experimental group and the control group and the questionnaire of concept understanding level.The results showed that:(1)the scientific demonstration has a certain promoting effect on the teaching of biology concepts in high school;There are significant effects in learning interest and initiative;(3)The teaching of biological concepts based on scientific evidence can improve students' biological performance,but this is a gradual process.