Sorting And Educational Practice On Confused Concepts In High School Biology

The concept of biology is an extremely important part of high school biology teaching and serves as the foundation for students to construct a biological knowledge structure;In the teaching of biological concepts,confusing concepts is both a challenge and a crucial role for students to learn high school biology well.The research on easily confused concepts in high school biology textbooks mostly focuses on a few pairs,but there is relatively little systematic research on them.To this end,literature research,questionnaire surveys,interview records and other methods were used to explore and sort out the easily confused concepts in high school biology compulsory textbooks,summarize the reasons for the confusion,and propose corresponding teaching strategies.Based on the proposed teaching strategies,some easily confused concepts were selected as examples,and teaching practices were conducted for parallel and experimental classes.The main research results are as follows:1、 From the compulsory high school biology textbook of the People’s Education Press,71 pairs of easily confused concepts were preliminarily sorted out based on whether they are easy to confuse,and they were divided into the following five categories according to previous classification methods:(1)biological individual category,(2)cell structure category,(3)molecular category,(4)physiological process category,and(5)experimental category.2、 Based on the sorted out results,student surveys and teacher interviews were conducted to understand that teachers and students attach great importance to easily confused concepts and have a certain level of recognition for the already sorted out easily confused concepts.3、 It is aimed at investigating the characteristics of easily confused concepts,focusing on students,teachers,and the concept itself,summarizing and refining the reasons for the easy confusion of high school biology concepts;Furthermore,certain teaching strategies are proposed:(1)using concept maps for teaching easily confused concepts;(2)Enhance the fun of teaching confusing concepts;(3)Using experimental exploration and observation to distinguish easily confused concepts;(4)Using Wayne diagrams to teach easily confused concepts;(5)Using table comparison strategies to teach easily confused concepts;(6)Using multimedia to teach easily confused concepts.4、 After conducting teaching practice on easily confused concepts in biology classrooms,students were tested with test questions and questionnaires.The results showed that adopting certain teaching strategies can effectively improve students’ academic performance and deepen their impression of easily confused concepts.Based on the above results,through research and investigation,it is found that the71 pairs of easily confused concepts identified will indeed cause confusion for students’ learning;Roughly divide the easily confused concepts into five categories and propose corresponding teaching strategies,selecting some easily confused concepts for practice;To some extent,it can enhance students’ interest in learning easily confused concepts,further enhance their identification of easily confused concepts,and improve their academic performance.At the same time,it also provides reference and reference for teachers’ teaching and students’ learning.