Research On Promoting Students' Learning Of Biological Concepts Based On DO Five-step Teaching Model

General High School Biology Curriculum Standards(2017 Edition,revised in 2020)clearly puts forward "Content Focuses on Big Concept" of biology curriculum teaching,and the teaching activities designed by teachers must actively promote the establishment of students' concept system of biology in high school.Scientific concept is the cornerstone of students' scientific literacy in the new era,and international science education has always attached great importance to students' learning of scientific concepts in high school.However,biological concept learning is often affected by students' pre-scientific concepts.therefore,teachers should take students' pre-scientific concepts as the starting point in concept teaching,and combine with effective concept transformation mode or strategy to help students complete the concept construction.DO five-step teaching model was proposed by Driver and Oldham in 1986 and its purpose is to solve the conflict between the old and new concepts of students,so that students can give up or improve pre-scientific concepts and construct scientific concepts.In this study,the literature research method,semi-structured interview method,questionnaire survey method,and educational experimental research method are comprehensively used to explore the role of DO five-step teaching mode in promoting students' learning of biological concepts.On the basis of literature research,the research scope is based on the content of Chapter 3 "conversion and utilization of energy in cells" of high school biology compulsory 1 in text book of Jiangsu Education Edition,the students of two parallel classes in grade one of a high school in XX were taken as the research object,using the second-order diagnostic test paper was used to explore and sort out the pre-scientific concepts that the students may have in this part of the learning content and the reasons for their formation.On this basis,based on the main points of each link of the DO five-step teaching model and combined with the second-order diagnosis results,teaching scheme was designed and applied to classroom teaching practice,Using "students' concept learning interest questionnaire","concept change teaching effect test paper","concept learning achievement test paper" to test students'cognitive level change of concept learning,concept learning effect and so on.Statistical analysis of the survey results shows that there is no significant difference in the score of"students' concept learning interest" in the former test,while the latter shows significant difference between groups.In the aspect of "effect of concept change",the results of two questions showed significant difference between the two classes,but the other four questions showed no significant difference between the two classes;In the cognitive level of concept learning result,there is no significant difference in understanding ability,but there is a significant difference in application ability between two classes.In the analysis of "concept learning score",there is significant difference between two classes.Based on the results of the above practical research,the following conclusions can be drawn:(1)In high school biology concept teaching,should pay attention to the students' pre scientific concept;(2)It is effective to use the second-order diagnostic test paper to probe students' pre-scientific concepts;(3)The teaching based on DO five-step teaching model has a certain effect on students' concept change;(4)Teaching based on DO five-step teaching model is beneficial to improve students' interest in concept learning;(5)the teaching based on DO five-step teaching model can improve the students' concept learning effect to some extent.The results of this study are expected to provide a reference for first-line high school biology teachers to implement concept teaching strategies based on the transformation of pre-scientific concepts.