Investigation On The Application Of Concept Map In Biology Teaching In Senior High School

Biology is a natural subject that studies the phenomena of life and the laws of life activities,and has a rich knowledge system.The Curriculum Standard Of Biology In Senior High School(2017 Edition)puts forward the basic idea of "content focusing on the big concept".The curriculum pursues the principle of "less and better" and strives to teach students the most valuable biological knowledge in a limited time.As a tool to represent knowledge,concept map can organize,arrange and transform biological concepts in the process of drawing,and help students grasp the core content and promote the construction of complete knowledge system.In this paper,81 biology teachers in senior high school in Yibin city and 897 students in one class of senior one and senior two of four different types of nine middle schools were investigated.The aim is to understand the understanding,usage and recognition of the concept map among biology teachers and students in Yibin city high school.By analyzing the results of the questionnaire,this paper summarizes the problems existing in the application of concept map in biology teaching in senior high school,then analyzes the causes of the problems,and finally puts forward some corresponding suggestions for the application of concept map in biology teaching in senior high school.The problems in the application of concept map in biology teaching in senior high school include:(1)The teacher level: The channels for teachers to understand the concept map are relatively simple,and teachers lack accurate and clear understanding of the theory of concept map.Teachers’ ability to draw concept maps is insufficient.The use frequency of concept map in teaching is low,and the way of teachers applying concept map is relatively single.The evaluation function of concept map is not fully utilized.There are a few teachers who do not like to use concept maps,and think that concept maps can play a limited role.(2)The student level: Students’ understanding of concept map is very one-sided.Students’ willingness to understand the concept map is not strong.It is difficult for students to draw concepts independently.The use of concept maps in learning is low,and most students passively construct concept maps to complete tasks,lacking initiative and enthusiasm.Some students do not like concept maps,and think that the use of concept maps is limited.The problems countermeasures and suggestions for the application of concept map in biology teaching in senior high school:(1)Training in conceptual map theoretical knowledge and skills can be organized in schools and education sectors.Regular teaching and research can promote the cooperative development of teachers.Teachers’ learning and communication channels should be expanded.A certain incentive mechanism should be established to provide dynamic support for teachers’ research and development.(2)Teachers need to renew their teaching ideas and raise their research awareness.Teachers need to strengthen the study of concept map guidance,and do a good job in drawing concept map demonstration work.The concept map is used to guide the learning evaluation,and the concept map drawn by the students is evaluated in a timely,pluralistic and multi-directional manner.Teachers need to Expand the application situation and mode of the concept map,and guide the students to actively use the concept map.(3)Students should learn to think independently and reduce their dependence on teachers.Students should overcome the fear of difficulties,and train to draw concept map from simple to complex.By investigating the application of concept map in biology teaching in senior high school,we hope to deepen teachers’ understanding of the application of concept map in biology teaching,improve the efficiency of concept map in teaching,promote educators to pay more attention to the long-term application of concept map in teaching.