The Myth Concept Of "Cell's Life Course" In High School Biology A Study On Its Transformation

The basic concept in the 2017 edition of the interpretation of biology curriculum standards for senior high schools clearly points out that "content focuses on big concepts".Students need to deeply understand and apply biological concepts in order to develop the core literacy of biology.Therefore,middle school biology teaching should attach importance to concept teaching.Based on the author's teaching practice in a senior high school in Harbin during the graduate period,it is found that there are a lot of misconceptions in the students' minds during the teaching process.The concept of myth will not only affect students' learning of scientific concepts,but also bring burden to students' learning.Therefore,it is an important part of concept teaching to investigate students' existing concept of myth,understand the causes of students' concept of myth,and use the strategy of concept change to make students' concept of myth change.This study takes the concept of "cell life course" as the research content,through the literature research method to understand the research status of the concept of myth,sort out the theoretical basis of the concept of myth,and determine the method of diagnosing the concept of myth.Through the preparation and implementation of the four section questionnaire,combined with the interview of students,the results of the survey were analyzed to determine the students' concept of myth and the causes of the concept of myth.In view of the students' misconceptions and the reasons for their formation,this paper uses the concept transformation strategy to carry out practical research,and tests the effect of concept transformation through scientific methods.The results show that students have many misconceptions in the chapter of "cell life course",such as "two chromosomes of the same size and shape are homologous chromosomes";"ATP synthetase gene belongs to luxury gene";"cell differentiation leads to selective expression of gene","leukocyte death due to phagocytosis of too many bacteria belongs to cell necrosis";"mature red blood cell" Cells have the characteristics of cell aging: the increase of cell nucleus volume;"tumor suppressor gene can't control cell cycle",etc.;the causes of students' misconceptions mainly include the use of scientific thinking methods,confusion of concepts,incompleteunderstanding of concepts,etc.;according to the misconceptions of students and the causes of their misconceptions,empirical research and practical research are carried out by using the concept transformation strategy The results show that the concept change strategy can effectively promote the concept change of students.