Research On Analogy Teaching Promoting Conceptual Change

We have gradually come to understand that students will be affected by many factors before going to school,so as to receive some knowledge in the brain or their own definitions of things,but these knowledge or definitions are often inaccurate.Teachers are not able to correct the deep-rooted misconceptions of students for things when they impart these scientific knowledge and concepts of things to students.Therefore,it has become an important research issue about how to change the misconceptions of students for things to scientific conceptions in teaching.In the process of imparting knowledge to students,teachers should not only pay attention to whether the knowledge is correctly expressed,but also focus on whether these concepts can really be mastered by students.In the process of teaching,teachers should abandon the traditional spoon-feeding way of teaching and adopt a variety of teaching methods to attract the attention of students,which will lead to cognitive conflicts of students and make them actively complete the conception change of things.Analogy is widely used in science education due to its important educational value.In addition,the role of analogy teaching as a means of conception change has been proved by many researches.In this paper,the scientific concepts of "neuroregulation" and "humoral regulation" were sorted out firstly.Then,the misconceptions of students for things in these two chapters were selected,summarized and verified again with the help of literature and expert opinions.Finally,analogy was selected as the method for the teaching of conception change.The research processes of this paper were as follows:The first part was the "introduction",in which the research background and current situation of this paper was described.The second part was "literature review",in which the theories of "misconception","teaching strategies of conception change","analogy teaching" thatsupporting this article were summarized.The third part was "the concept of neuroregulation and humoral regulation and the exploration of misconception".The scientific concept was combed out through reading the curriculum standard and teaching materials,the misconception of students for things was obtained through reading the literature and communicating with teachers,the scope of misconceptions of students and the misconceptions that need to be corrected were determined again through pre-assessment.The fourth part was "teaching practice research",in which the analogy teaching model was developed,the appropriate analogy model was selected,and the teaching process was designed.At the end of the teaching,the results were analyzed on the basis of post-assessment,the test results were further explored by drawing histogram and line chart with Excel software,and SPSS independence test.The fifth part was "reflections and suggestions on research conclusion",in which the attribution analysis was conducted based on the results of practical research,some suggestions for front-line teachers were provided and the shortcomings of the research were introspected.The main conclusions were as follows:1.It was concluded that analogy has the functions of "promoting conception transfer,assisting students in conception memory,forming abstract image of conception and providing power for conception change".2.In the process of developing analogues in analogy teaching,appropriate analogies should be selected to help students differentiate the differences,avoid the negative effects of inappropriate analogies on students,which caused secondary interference to students.Moreover,teaching reflection should be carried out and the inappropriate analogies should be corrected in time after the end of teaching.3.The results of data analysis showed that analogy teaching has a guiding role in the teaching of "neuroregulation" and "hormone regulation".In the course of “the relationship between neuroregulation and humoral regulation”,it was effective to use analogy for teaching and conception change under the guidance of FAR analogy teaching model,which could improve the learning effect of students.4.The transformation process from misconception to scientific conceptions was reflected on the basis of the post-test results of the corresponding classes of analogy teaching.Therefore,the application of analogy teaching in neuroregulation and humoral regulation could visualize the abstract conception and made it easier forstudents to master conceptions clearly.