Research On Diagnosis And Transformation Of Misconceptions Of "the Life Course Of Cells" In High School Biology

Biology Curriculum Standards for Ordinary Senior High Schools(2017 Edition,revised in 2020)clearly put forward the basic concept of "content focusing on big concepts",focusing on cultivating students’ ability to understand and apply important biological concepts.During the internship,the author found that there were misconceptions in the learning process of biology among senior one students,which not only hindered the teaching of biology teachers,but also affected the formation of students’ scientific concepts.In order to diagnose students’ misconceptions and their reasons,and promote students to form scientific concepts,this study applied literature method,interview method,questionnaire method,empirical research method and data analysis method.This study is based on chapter 6 "The Life Course of Cells" of compulsory course 1 of High School Biology for Human Education Edition(2019),a two-stage "The Life course of cells" misconceptions questionnaire was conducted among the students in the author’s class.Using winsteps3.72.3 software to analyze data,The results show that: The item reliability value of the questionnaire is 0.97,which has high reliability;In the case of fitting,the items and subjects fit well;The mean difficulty of the items was consistent with the mean ability of the students,and some questions were slightly difficult or slightly easy.The questionnaire was generally acceptable.Therefore,the questionnaire is reliable and can diagnose students’ misconceptions.Further processing of the questionnaire data:(1)the misconceptions ownership rate of students was counted,nine of the 20 test questions had the misconceptions ownership rate of more than 50%,among which Q14 had the highest ownership rate of 81.35% and Q9 had the lowest ownership rate of 51.30%.(2)Using cross analysis to focus on the answers to the 9 questions to the detailed analysis,to get the students’ misconceptions,and further deduce the reasons for the formation of the misconceptions,such as the original knowledge structure in the minds of students,life experience,students’ learning habits,teachers’ teaching methods etc,which interfere with the learning of the new concept.Based on the diagnosis and cause analysis of misconceptions,this paper carries out empirical research.In view of different important concepts,the teacher adopts cooperative learning teaching strategy,intuitive teaching strategy,deep learning strategy and concept map strategy.In the review class,the teaching of experimental class A and B is changed,while the control class C and D are conventionally taught.After the teaching intervention,the students’ change of misconceptions was detected by post-test questions.SPSS17.0software was used to analyze the post-test data.The results showed that experimental class performed well in the two important concepts of cell proliferation and cell differentiation,which were significantly different from control class.There was no significant difference between the four classes in the concept of cell senescence and death.On the whole,the teaching strategy of changing the concept is effective,which helps to improve teachers’ teaching effect and cultivate students’ biological core literacy.