Design And Practice Of Teaching The Theme Of "Cells And Organisms" Under The Concept Of Pre-science Concept Change

Biology concepts are important foundational elements for students to master biology knowledge,develop key biology skills,and form core biology literacies.However,a large number of practical studies have proved that learners often carry a certain degree of pre-science concepts before acquiring new science concepts,which facilitates or inhibits the learning of new science concepts.Organizing teaching activities around biology concepts and effectively transforming pre-science concepts are issues worth exploring in junior high school biology teaching at present.The thesis is based on the theme of "Cells and Organisms" and the basic idea of "chapter teaching design,lesson teaching design,and lesson teaching practice" to design and practice the teaching of pre-science concept transformation.The chapter instructional design session provides an in-depth analysis of important biology concepts,students’ pre-science conceptual states,and instructional goals,and links them to the implementation of core biology literacy,resulting in an instructional strategy and overall instructional design framework based on Posener’s theory of conceptual transformation.In the lesson design,the three lessons were introduced by using the teaching methods of scenario introduction,problem introduction and review introduction,combined with the teaching strategies of creating problematic situations and triggering cognitive conflicts to stimulate students’ dissatisfaction and conflicts with the original concepts.Then according to the characteristics of the lesson content,different teaching methods and means were used to trigger students to agree on the comprehensibility and rationality of the new concepts,for example,in exploring For example,when discussing "how the various kinds of cells in the human body are formed",the teaching method of cooperative group learning is used to enhance the learning efficiency,and when learning "the composition of chromosomes" and "the structure of human organs When learning "the composition of chromosomes" and "the structure of human organs",we use information technology to turn microscopic into macroscopic,when learning "the composition of the human digestive system",we use life-like teaching methods to turn abstract into concrete.This session corresponds to the teaching strategies of reproducing pre-science concepts,promoting reflective cognition,strengthening thinking training,and revising pre-science concepts.Finally,the effectiveness of the new concepts is verified by using teaching strategies that carry out problem-solving instruction and constructing biological concepts.The teaching practices to promote the transformation of pre-science concepts were carried out in Grade 7 Classes 1 and 3,and the effectiveness was evaluated by the scores of the pre-science concept revision form,process evaluation,and student interviews,resulting in the following research findings:As the teaching practice continued,the average scores of the pre-science concept revision form in both classes increased significantly,the cases of concept confusion and concept ambiguity decreased,and the overall positive learning atmosphere showed that the teaching strategies proposed in this study could promote the effective transformation of pre-science concepts.In the process evaluation,the number of students who raised their hands to answer questions increased to different degrees in both classes,and there was a significant improvement in question-response relevance and writing standardization,indicating that most students were able to successfully integrate into the teaching practice of this study while improving their own learning motivation.Through interviews with students,we found that students of different levels of learning were able to express their own understanding and opinions about the content of "cells and cellular organisms",and were able to apply their knowledge to practical problems,thus achieving the scientific construction of biological concepts.After theoretical research and teaching practice,the following conclusions were reached:(1)The purpose of pre-science concept transformation is the effective construction of science concepts and the realization of core literacy goals,pre-science concept transformation is the premise and method of science concept construction,and core literacy provides the goal guidance for pre-science concept transformation.(2)The teaching design proposed in the thesis,which starts from biological concepts,takes teaching objectives and important points as the bright line,and revises and transforms pre-science concepts as the dark line,is effective in helping students transform pre-science concepts.(3)Systematic conceptualization of teaching programs from macro to micro and from chapter to lesson can effectively enhance the effect of pre-science concept transformation.The implementation of curriculum standards and core literacy requirements from a holistic perspective is more conducive to the cultivation of students’ comprehensive abilities;the investigation of pre-science concepts as a basis and the practice of specific teaching strategies and methods are more conducive to the transformation of pre-science concepts;pre-science concept revision form scores,process evaluation,and student interviews are more effective in determining the transformation of pre-science concepts.(4)There are many strategies to promote the transformation of pre-science concepts.Biology teachers should select and apply them based on the requirements of curriculum standards and core literacy,and according to the different characteristics of teaching contents,teaching objects and teaching environments,so as to achieve the overall development of students while completing the transformation of pre-science concepts.