| With the promotion of the eighth curriculum reform,the introduction of education informatization 2.0 plan,the release of the new high school biology curriculum standards,and the implementation of the new college entrance examination policy,the importance of the core concept of biology is increasingly evident.Curriculum in senior high school biology curriculum is one of the basic idea of "content focus on big concept",the implementation of the course to ensure that students have relatively ample time to active learning,lets the student can deep understanding and application of important biological concepts,which emphasizes the core concepts learned biology discipline in the important position in the biology course.Biology concept is the basic unit of biology learning,concept teaching is an important part of curriculum teaching,its importance can be seen.How to let students establish the relationship between concepts,obtain the core concepts of the subject,and turn what they learn into the use is a problem worth solving for the majority of educators in all disciplines.In this context,through literature research and analysis,questionnaires,interviews and educational experiments,the current situation of biology concept teaching in senior high schools is studied,and concept teaching methods and processes based on information processing constructivism related educational perspectives are sorted out.Through literature analysis,investigation method,experiment education method,education action research method to complete the teaching methods,teaching effects and combing analysis of research conclusion,so as to be able to senior high school biology concept teaching put forward some feasible Suggestions and case,as the practice of high school biology concept teaching reference,to help students gain biology concept.It is found that students are more interested in biology and have a positive attitude towards it,and are willing to explain the phenomena in reality with the knowledge related to biological concepts.Teachers’ guidance and guidance are needed in teaching and different teaching methods are used to promote their unique understanding of the practical application of concepts.Teachers will use a variety of teaching methods to help students understand biological concepts effectively,which also means that sometimes students cannot understand and construct concepts and other contents as teachers imagine,but teachers may not pay enough attention to biological concepts.Information processing constructivism is an orientation or a branch of constructivism learning theory.It applies the theory of information processing constructivism to guide the teaching of biological concepts and combines the theory with the teaching design in order to better promote students’ learning of biological concepts.On the basis of investigation,literature reading and theoretical analysis,the following points should be paid attention to in the teaching of biology concept in senior high school :(1)the selection of teaching materials should be connected with the real situation to let students experience life;The selection of a wide range of examples,the selection of appropriate Angle set doubt;(2)The teaching process and methods should rely on the sociality of knowledge to let students experience the interaction of learning;Choose a good time to improve the difficulty of learning tasks,in a variety of ways to arouse students thinking;It should embody the teacher-led students’ subjectivity,design diversified objectives and establish diversified evaluation forms.According to the theoretical analysis,the teaching process of high school biology concept based on information processing constructivism can be divided into three stages: activation stage,attention stage and perception stage.In the activation stage,the teacher should complete the preparation before class,according to the curriculum standard and textbooks in the general reading and secondary concepts,analyze the relationship between different concepts,carefully select materials,set appropriate teaching objectives,and in the classroom leading-in stage to arouse students’ learning intention,let students enter the learning state;In the attention stage,teachers should introduce examples,let students understand the concept from multiple angles,and train students’ scientific thinking,scientific inquiry and other abilities;In the perception stage,students are directed to solve problems,and students are encouraged to perceive the connection and application of conceptual knowledge,and gradually form a conceptual system,so that students can acquire biological concepts step by step in learning.After summarizing teaching key points and general concept teaching process,combining with the actual situation,we can put forward several teaching suggestions: make use of information technology to improve the teaching process;Find,reorganize and create situations that are closely related to reality;Make full use of existing resources and try to develop innovative resources;Clever selection of examples,reasonable arrangement of tasks.The corresponding teaching cases are given.Applications in present situation analysis,the theoretical analysis and teaching research conducted on the basis of teaching practice,students after a phase of learning evaluation,by the questionnaire result analysis found that,based on the information processing high school biology concept teaching methods of constructivism to the learning effect of students have certain promotion: students’ interest in learning biology and confidence has been enhanced;It is more convenient for students to learn and apply biological concepts,and they can try to construct relevant concept system actively,which is beneficial for students to acquire biological concepts.However,in practice,the improvement of results is not significant enough.Therefore,in the combination of information processing in high school biology related viewpoint of constructivism concept of teaching,can to a certain extent,promote the formation of students’ life concept,to help students build biology concept and let the students ability and willingness to biology concept applied in the production and living,and the comprehensive development of the students biology core literacy and scientific literacy. |
