Probe Into The Myth Concept Of "Gene Mutations And Other Variations" In High School Biology And Research On Its Transformation Strategy

Concept learning is the basis for developing science education and cultivating subject science literacy.Therefore,guiding students to correctly understand and master concepts is the core of biology teaching.Studies have found that many students will have ideas or understandings that are inconsistent with scientific concepts in the process of formal learning.These concepts that are inconsistent with the connotation of scientific concepts are called mythical concepts.The concept of myth hinders students from learning and mastering the knowledge of biology.If the teacher can grasp the concept of the student's myth,it will make teaching more targeted and improve the teaching effect.Therefore,exploring the mythical concepts in the students' minds,understanding the reasons for their formation,and exploring effective concept transformation strategies to apply to teaching practice is of great significance for the realization of the student's dominant position and helping students to establish a correct subject knowledge system."Gene Mutations and Other Variations" is an important part of the second compulsory "Genetic and Evolution" in Biology of the People's Education Edition.The degree of mastery of the knowledge in this chapter is directly related to the grasp of the entire compulsory second knowledge.By combing through previous studies,the author found that,at present,there is a lack of in-depth research on the myth concept of "Gene Mutations and Other Variations" in China.Therefore,the author selects "Gene Mutations and Other Variations" as the research content to help front-line teachers explore the myths and causes of students in "Gene Mutations and Other Variations",find effective concept transformation strategies,and provide teaching practice for frontline teachers reference.Based on this,the research process of this study is as follows:(1)Select "Gene Mutations and Other Variations" as the research content,design a foursegment measurement questionnaire to explore the myths and concepts that still exist in the first year of high school students after studying this chapter;select students of different learning levels to conduct post-test interviews and analyze Summarize the reasons for the myth.(2)In view of the myth concepts in this chapter,formulate appropriate teaching strategies to transform myth concepts,and select experimental classes and control classes with the same learning level for teaching practice.The experimental class designs corresponding concept transformation strategies to implement targeted teaching,and the control class teaches in accordance with conventional teaching methods.After the classroom teaching,post-tests were performed on the students in the experimental class and the control class.The results of the posttest were used to compare the changes in the myths and concepts of the students in the two classes to verify the effectiveness of the transformation strategy.The research conclusions are as follows:(1)After high school students have studied the content of "Gene Mutation and Other Variations",there are still many typical myths,especially the confusion of gene mutation and gene recombination,gene recombination and chromosome variation,and the chromosome and haploid There are also some typical misunderstandings about polyploidy,proto-oncogenes and tumor suppressor genes,and genetic diseases.The reasons for the above-mentioned myths can be summarized in three aspects: subject factors,teacher factors and students' own factors.(2)Combining the characteristics of the mythic concept in this chapter,the author proposes a concept map strategy,a cooperative learning strategy,a comparative teaching strategy,and a cognitive conflict-inducing strategy.Comparative teaching is supplemented by cooperative learning and a cognitive conflict-inducing strategy."Gene Recombination" section conducts practical research on concept change teaching.The results show that the post-test results of the experimental class are significantly better than those of the control class,indicating that choosing appropriate teaching strategies for teaching based on students' myth concepts can effectively help students change their myths and construct scientific concepts.It can be seen that due to the influence of various factors,students will still have myths after receiving science education.Frontline teachers should increase their attention to the concept of myths,master scientific and effective exploration methods,and adopt appropriate and feasible teaching strategies to help students change the concept of myths,thereby improving the quality of teaching and cultivating students' core literacy in biology.