Research On Junior High School Biology Concept Teaching Based On APOS Theory

Since the 8th Basic Education Curriculum Reform,the emphasis of biology teaching has been focused on concept teaching."Compulsory Education Biology Curriculum Standards"(hereinafter referred to as "Standards")and "General High School Biology Curriculum Standards" proposed that teachers should focus on "important concepts" and "big concepts" in curriculum teaching.Related academic circles also put forward various concept of theories and methods for teaching to promote students' establishment and understanding of biological concepts.Through reading relevant literature,it is found that APOS theory is in line with the cognitive characteristics of junior high school students,which can help teachers solve the problems existing in the concept formation process of students.Based on APOS theory,this paper studied the teaching of biology concepts in junior high school in Huanggang School of Taihe County in Ji'an City,Jiangxi Province.First of all,the present situation of concept teaching for junior high school biology teachers and students were investigated with interviews and questionnaires.The survey results show that at the present stage,biology teachers in junior middle school have adopted corresponding teaching methods to assist teaching in the process of concept teaching,lacking of systematic teaching guidance theory,with little attention paid to the process of student concept formation,and the teaching goal only to let students remember the concept in the form of definition.This undoubtedly does not accord with the basic requirement of "teaching should be carried out around important concepts" put forward by the Standards currently.Based on the present situation,two important concepts of "photosynthesis" and "respiration" were selected in the 50 important concepts of the "Standards",to design a teaching example of biology concept based on APOS theory.Finally,the teaching experiment of the same biology subject was carried out in two parallel classes with the conventional teaching method of biology concept and the teaching method based on APOS theory,with qualitative and quantitative evaluations on students' mastery of concepts.The results show that according to the qualitative analysis of the teacher-student interview after the experiment,in terms of interest in learning in the class under the guidance with APOS theories,students can speak more proactively,with higher interest and passion for the classroom;In terms of biological concept learning,quantitative analysis of students' test scores was performed after the experiment.In the post-test results of the important concept of "photosynthesis",the Levene test of equation verified that Sig=0.222(>0.05),T test of mean equation showed that Sig(bilateral)=0.014(<0.05).In the post-test results of the important concept of "respiration",rhe Levene test of equation verified that Sig=0.896(>0.05),T test of mean equation showed that Sig(bilateral)=0.003(<0.05).The results indicate that there were significant differences between the experimental and control classes,and from the data,the results of the experimental class were better than those of the control class,which further show that concept teaching based on APOS theory can stimulate students' initiative and enthusiasm in learning,and improve students' interest in learning and participation in the classroom while promoting students' understanding of concepts.Therefore,concept teaching mode under the guidance of APOS theory is superior to ordinary concept teaching mode in improving academic performance,learning interest and learning initiative.