A Comparative Study Of Three Concept Construction Strategies In Senior High School Biology Teaching

The strategy of concept construction is to help students construct a structured concept system on the basis of understanding.In biology teaching,students' subjectivity is emphasized,so teachers pay more and more attention to it.On the basis of combing the concept system of Molecules and Cells module in senior high school biology,this paper selects “cell proliferation” as the teaching content,and makes a comparative study on the effect of three concept construction strategies-concept map strategy,situation creation strategy and analogy construction strategy in helping students understand the concept.The results are as follows1.from the current background of concern about concept,the paper has learned the current research status of domestic and foreign studies related to concept construction strategy,and found that few studies have proved that the implementation effect of a strategy is better through experiments.Therefore,it is necessary to compare the concept map strategy,scenario creation strategy and analogy construction strategy.2.through the questionnaire,the author understands the attitude and application status of biology teachers in Changsha City on the three concept construction strategies.The results show that all three strategies are applied in daily teaching and are mainly aimed at helping students understand the concept.The application of these three strategies shows that the situation creation strategy is widely used in the classroom,but it can be used to try to design the integrated situation throughout the classroom;Concept map strategy is used in review class,and analogy construction strategy is widely used,but it also has the space to be popularized.When applying both strategies,teachers should strengthen the preparation before class.The teachers who participated in the survey did not compare the strategies to help students understand the concept better through experiments.It is necessary to compare the three strategies.According to the present situation,it is suggested that teachers should improve their own accumulation,make good use of the preparation time and pay more attention to the students' self construction.The concept in the new curriculum standard biology Molecule and Cell module is sorted out,refined and structured.According to the actual conditions such as the position and class hours arrangement of the concept in the new curriculum standard three-level concept system,the teaching content is selected as the teaching content in Chapter 6,Section1,“cell proliferation”,and the teaching design is carried out according to the three concept construction strategies,and implemented in daily teaching.Four parallel classes were selected,one of which was the control group,and the other three classes implemented a different concept construction strategy teaching design.Through the comparison between groups,it is found that all three strategies can help students understand the concept,but the help effect of concept map strategy is the best.Therefore,it is suggested that teachers should adopt concept construction strategy,especially concept map strategy,to teach for the various and complex chapters;Encourage students to draw concept maps;Pay attention to the students' experience;Teachers should improve their own accumulation.The results can help and inspire the first-line teachers to guide students to understand and construct concepts.