Research On Diagnosis And Transformation Strategies Of Biological Misconceptions In Junior Middle School Students ——Taking The "The Life Of Angiosperms" As An Example

With the further improvement of biology curriculum standards,students began to pay attention to form correct biological concepts on the basis of their existing life experience.The concept of biology is at the core of the subject of biology.Many knowledge points in biology need an important concept to form a knowledge system.However,the logical relationship of these knowledge points is easily affected by students’ wrong concepts,which are extensive,hidden and relatively stable.It is very important to accurately diagnose students’ possible wrong concepts before teaching and correct them with effective teaching strategies.This paper diagnoses students’ misconceptions in the life of Angiosperms in grade 7by means of teacher interview survey and three-stage measurement questionnaire,and provides teaching strategies and teaching cases for changing misconceptions by statistical analysis of questionnaire data.The following conclusions are drawn:（1）The student three-stage questionnaire is a good tool for diagnosing misconceptions.The students’ three-paragraph questionnaire consists of three items,the first item is the question and judgment;The second is grounds for judgment;The third is the confidence level segment;It can help teachers diagnose students’ misconceptions more accurately.（2）Through the teacher interviews,the research of the concept of mistakes teachers and experienced teachers can tell students there may be a wrong concept,also agreed that the error diagnosis and correction of the concept of extremely important,mainly used to explore the experiment method,the situational teaching method,panel discussion method and the teaching strategy focuses on law concepts such as change.（3）Through the three-stage questionnaire survey of students,it is found that the error rate of students is 49.57%,and the accuracy rate is50.43%.The confidence rate of the third paragraph of the questionnaire is62.91%,and the confidence rate is greater than the accuracy rate.There are19 wrong concepts diagnosed in the life of Angiosperms,which are distributed in each knowledge point of each section,indicating that the students’ wrong concepts are widely involved.（4）According to teachers’ interviews and students’ three-stage questionnaire,it is found that the main reasons for students’ forming wrong concepts are social factors,students’ cognitive factors and teachers’ factors.（5）The teaching design of "seed germination","plant growth" and "flowering and fruiting" in the life of Angiosperms was carried out.After correcting the practice teaching of wrong concepts,the score of the experimental class was significantly higher than that of the control class,with an average score of 7.78 points higher.In the teaching practice,the teaching strategies are mainly adopted,such as situational teaching strategy,cooperative communication teaching strategy,independent reading teaching strategy,experimental inquiry teaching strategy and mind mapping teaching strategy to change wrong concepts.Therefore,this research shows that students can effectively form scientific concepts and deeply grasp their essence by diagnosing wrong concepts through three-stage questionnaire before learning new content,and then combining different teaching strategies for changing wrong concepts to conduct targeted teaching.