The Application Research Of Concept Map In Correcting Mythical Concepts In Junior Middle School Biology Teaching

The Compulsory Education Biology Curriculum Standard(2011 Edition)requires students to form correct biological concepts,but it is common for students to develop mythical concepts in the process of studying biology.This study is expected to help students correct mythical concepts through concept maps.To improve students' understanding of scientific concepts and promote the formation of biological science literacy.This research uses the literature method to retrieve and sort out the current application status of concept maps in teaching and the research status of mythical concepts,drawing on relevant research results and asking research questions.The survey method is used to design the student myth concept test paper and student questionnaire to understand the current myth concept and the use of concept maps.Through interviews,learn about the understanding and use of concept maps by frontline biology teachers in teaching and the strategies for correcting myths.The conclusions are as follows: 1.Students have myths in biology,which are concentrated in abstract concepts;2.There are many reasons for students to form myths,including the improper application of teachers' teaching strategies;3.students And teachers agree that concept maps can effectively promote concept learning and improve students' learning effects;4.teachers agree that the concept map strategy is used to correct the feasibility of mythical concepts and form a complete cognitive structure;5.teachers use the concept map strategy more Single,lack of reference and basis;6.Poor students' ability to draw concept maps,less opportunities to construct concept maps in the classroom;7.Most students agree with concept map strategies,and concept maps can help build systematic knowledge;8.Schools Not enough attention is paid to the concept map strategy,and less attention is paid to the research of the concept map.According to the problems found in the survey,the overall strategy for promoting the application of concept maps in junior high school biology teaching is proposed: 1.Schools regularly hold lectures to strengthen teachers' learning of concept map strategies;2.Teachers reasonably guide students to independently construct concept maps;3.Improve students' self-construction awareness and encourage students to draw conceptual maps.The specific teaching strategy of applying concept maps to correct students' myths:(1)task-driven,students' self-construction;(2)correcting myths,teachers show construction;(3)forming concepts,perfecting students' construction;(4)consolidating concepts,Students contrast construction.Two strategies were designed by applying strategies.Through teaching practice,from multiple evaluations of student performance and assignments,it is confirmed that the concept map has a better effect on correcting students' myths.It is expected that in-depth research will be carried out in the follow-up research,repeated testing,and improvement of teaching strategies,designing more valuable instructional designs,and improving the method of concept map evaluation.In the future,more efforts will be devoted to the study of evaluation of concept map strategies for First-line teacher reference.