| Rural education plays a very important role in promoting Chinese educational progress and improving national quality,but there is a big gap between the teaching level of rural education and that of urban education,especially biology in junior middle school.Rural junior high schools generally ignore biology,students do not take the biology knowledge learning,teachers mainly adopt "indoctrination " teaching model,students develop an over-reliance on sitting back and waiting for the teacher to highlight,only accept blindly,do not actively think about how to integrate the knowledge taught by the teacher,form systematic knowledge system.The key for students to learn biological knowledge is to master biological concepts.The new curriculum also emphasizes the importance of biological concepts,which requires students to understand and memorize biological concepts.However,there are many biology concepts in junior high school,and fragmented distribution not easy to remember.If only a simple outline is taken,a large pile of concepts will be jumbled up in the students’ minds and forgotten over time.Therefore,we must use scientific and effective methods to induce and summarize biological concepts.Concept map can integrate knowledge points according to a certain hierarchical structure,organize scattered concepts together,and facilitate students to analyze the relationship between concepts and understand the meaning of concepts.When students construct concept maps,biological concepts will be repeated in their minds,and temporary concepts in their minds can be easily transferred to long-term memory,which helps students to memorize biological concepts more efficiently.Based on this,the application of concept map to the practical teaching of biology in rural junior high schools aims to provide a scientific and effective inductive generalization method for rural junior high school students,and also to provide a practical reference for the application of concept map to the teaching of biology in rural junior high schools.This study takes a rural area in a county of Guizhou Province as an example,and adopts a questionnaire survey method to understand the current situation of concept map in rural junior high school biology teaching;adopts the concept map construction method to sort out the biological concepts that apply to concept map induction and generalization in the textbook of the eighth grade biology of the Northern Normal University edition;and applies concept map to practical teaching to explore the feasibility of using concept maps in teaching biology in rural junior high schools and investigate whether concept map is effective in enhancing students’ inductive generalization ability and improving learning efficiency.The results of the study show that:（1）The cognition of concept map of biology teachers and students in rural area is insufficient.The survey results show that only half of the teachers can really understand the connotation of concept map;when summarizing biology knowledge points,most teachers usually let students outline the key points directly in order to save time and trouble compared to summarizing with concept map or other methods,and only a few teachers will use concept map.Students’ awareness of concept map and their use of concept map in junior high school biology are even less promising,and most of them,both teachers and students,did not make their own concept map.Overall,teachers and students have low awareness and low frequency of application of concept map.（2）Concept maps can reflect students’ mastery of knowledge more comprehensively.Teachers evaluate students’ concept maps in four aspects:concept nodes,connections,hierarchical structure and examples,and reflect students’ mastery of knowledge through the final score.The higher the score,the higher the student’s mastery of knowledge.Compared with the traditional use of test scores to measure students’ knowledge level,concept map provide a more comprehensive evaluation of students.（3）Concept map teaching can significantly improve students’ ability of induction and generalization.The results of the pre-and post-tests on students’ induction and generalization skills in the experimental class show that the average score of students in mastering important and difficult points,clarifying the relationship between concepts,integrating old and new knowledge,extracting key information and exemplifying biological concepts increased from 1.72 to 2.40,with a highly significant difference before and after,indicating that the overall level of these areas was significantly improved after the implementation of concept mapping,which reflect that students’ inductive and generalization skills are improved.（4）The implementation of concept map can significantly improve students’ learning efficiency.In this paper,we randomly select class 8（1）as the experimental class and class 8（3）as the control class to implement the concept map instruction,and analyze the three post-test scores of students in both classes.With the same teacher and the same teaching time,the results showed significant differences between the second and third post-test scores of the experimental class and the control class,and the experimental class scores were significantly higher and significantly higher than those of the control class,indicating that concept mapping instruction can significantly improve students’ learning efficiency. |
