The Exploration And Transformation Of The Misconceptions In The Basic Structure Of Cell In High School Biology

The Curriculum Standards for Biology in Senior high Schools(2017 edition,2020 revision)emphasizes that the study of senior high school biology curriculum should pay attention to the cultivation of core literacy of the subject,and life concept is usually use biology core concepts to describe,but the core concept is formed by common the concept more than the lower,so the correct biology concept is the precondition of constructing life concept.The concept of life is usually described by the core concept of biology,and the core concept is formed by several subordinate concepts,so the correct biological concept is the premise of the construction of the concept of life.However,compared with other subjects,the concept of biology is more complicated,and students are easy to form misconceptionss contrary to scientific concepts under the influence of various factors in the learning process,which will further affect the learning of biology.Therefore,it is urgent to probe the concept of students’ existence and transform it effectively.This study collected relevant researches on the concept of misconceptionss at home and abroad through literature research,and had a preliminary understanding of the research status and theoretical knowledge basis.The author found that there were few researches on the concept of misconceptionss in the Basic Structure of Cells.Therefore,based on previous studies,this study adopted a more accurate fourth-stage questionnaire to explore the concept of misconceptionss in this chapter.In terms of the choice of transformation strategy,the author finds that MBE teaching can well manifest students’ thoughts and thoughts in the process of application.It can not only form scientific concepts through the iterative modeling process,but also complete the transformation of misconceptions in the process of model construction.Therefore,the author chooses to use MBE teaching to study the transformation of the misconceptions.In this study,the biological concepts related to this chapter were firstly sorted out,and then a four-stage questionnaire was formed based on the results of interviews between teachers and students and a semi-open questionnaire,which was used to probe into the misconceptions of students in a middle school in Taiyuan about the target chapter.Through the analysis of the exploration results,21 misconceptions were selected,among which 13 were typical misconceptions.At the same time,it analyzes the relationship between students’ learning interest,reading habit,learning style and their own factors and the level of misconceptions.Finally,through data analysis,it determines that the difference of students’ misconceptions level is related to gender,biology learning interest,learning time,knowledge base and reading habit.Based on the explored concept of misconceptions,the author designed a review course for the content of the chapter "Basic Structure of Cells".In the experimental class,MBE teaching was used to transform the concept of misconceptions existing in students,while in the control class,traditional review course was adopted,that is,the teaching mode of review course based on teaching method and classroom exercises.After the review course,it is found that MBE teaching is effective in transforming the concept of misconceptions by comparing the results of the experimental class and the control class.Based on the above conclusions,the author puts forward the following suggestions:(1)Students’ attitude towards biology learning should be changed;(2)In the process of teaching,students should actively probe the concept of the existence of misconceptionss,and timely change;(3)Adopt appropriate transformation strategies to transform the concept of misconceptions.