Research On The Characteristics Of High School Biology Concept Teaching Behavior Based On APOS Theory

According to the ’ Ordinary High School Biology Curriculum Standards(2017Edition)’,the focus of biology should be on the concept teaching with teachers as the leading students as the main body.However,there are a series of problems in the actual concept teaching,such as teachers ’ one-sided understanding of concept teaching,cramming teaching,students ’ failure to become the main body of the classroom,and the fragmentation of knowledge concepts,resulting in students ’failure to form a complete concept system.Therefore,this study analyzes 20ministerial-level high-quality courses in the national primary and secondary school smart education platform,obtains the teaching behavior characteristics of high school biology teachers in concept teaching at this stage,and combines with APOS theory to refine the behavior characteristics of teachers in the process of concept teaching.It is hoped that through this study,on the one hand,it can promote teachers to improve the corresponding teaching behavior in the process of concept teaching,on the other hand,it can provide data support for the teaching design of high school biology concept teaching.Based on APOS theory,this study studies the characteristics of teachers ’behavior in biology concept teaching in senior high school,which not only provides a new perspective for other teachers who study biology concept teaching in senior high school,but also promotes teachers to improve their corresponding teaching behavior in the process of concept teaching.On the other hand,it can provide data support for the teaching design of biology concept teaching in senior high school,and at the same time promote students to independently construct biology concept system and meet the requirements of core literacy of biology subject.This study uses video coding analysis,video observation,text analysis and other methods,and uses qualitative software NVivo 11 to analyze 20 ministerial quality courses in the national primary and secondary school smart education platform.It is concluded that teachers ’ behavior in the activity stage of high school biology concept teaching behavior tends to be written display,declarative teaching and transitional questioning,which provides relevant background for students to initially understand relevant biological concepts and helps students understand relevant concepts;In the process stage,the teacher ’s behavior focuses on the arrangement of questions and the display of explanations.Students are trained by the way of asking questions.At the same time,according to the teacher ’s explanation of the key and difficult points,the relevant concepts are successfully formed in the mind;the behavior of teachers in the object stage is similar to that in the process stage,but the frequency of summary narration is higher than that in the process stage,which proves that in the object stage,in addition to constantly exercising students ’ thinking,students will also be summarized,and the concepts learned will be summarized through professional terms to promote the internalization of concepts;in the schema stage,the main teaching behavior of teachers is to arrange questions and display explanations.Through the way of questioning,the formation of students ’ concepts is verified again,and the display explanations are used to give students feedback in time to ensure the construction of students ’ conceptual system.Finally,according to the conclusion of this study,the teaching design is carried out to test and use the research results.