本研究在“光合作用和细胞呼吸”主题下通过开放式问卷和三段式调查问卷探查了高一和高三学生的迷思概念，并进一步分析了一轮复习的有效性。在此基础上开展了基于“光合作用与细胞呼吸”迷思概念转变的PCRR论证式教学实践，通过实验研究，在对照班和实验班实施不同教学过程，根据前后测结果检验和评价论证式教学的概念转变效果。

本研究通过编制的三段式问卷调查了高一学生和高三学生（经过一轮复习后）的迷思概念，发放电子问卷共收集406份问卷，其中高一学生样本225，高三学生样本181。结果表示高一和高三学生在光合作用和细胞呼吸主题下均存在较多迷思概念，具体涉及呼吸作用的概念、呼吸作用的类型、呼吸作用的意义、光合作用生理结构、光合作用的过程、光合作用的意义、光合作用和呼吸作用的联系、化能合成作用等方面，研究结果进一步填充了该主题下的迷思概念库。进一步对比两个年级学生，证实高一学生整体的迷思程度显著高于高三学生；说明了一轮复习的有效性；但就具有的迷思概念而言，高三学生与高一学生有较高的相似性，说明经过高中三年的学习，一些迷思概念在高中生头脑中一直存在，较为顽固，有效的概念转变策略有待于进一步应用和发展。

在本次概念转变实验中，实验班级共有47人（回收47份问卷），对照班48人（回收48份问卷），统计结果表明实验组（论证式教学组）和对照组（传统教学组）学生的迷思情况存在显著性差异，且实验组学生整体的迷思程度显著低于对照组学生，一定程度上说明论证式教学相较于传统教学方式，能够较好地进行概念转变，学生的迷思情况将有一定程度降低。显然在“三新”背景下素养导向的课堂教学转型有待进一步积极的探索，以论证、探究为特点的主动学习是落实素养的关键，在传统讲授法的基础上使用诸如论证式教学、实验探究法、模拟实验法、模型构建法、问题串教学法等教学策略能够更好地落实新课标的教学要求，帮助学生掌握科学概念。

This study explored the students’ misconceptions in Grade One and Grade Three of senior high school by an open-ended questionnaire and a three segment questionnaire under the topic "photosynthesis and cellular respiration ", and the the effectiveness of review. Based on this, PCRR argument teaching practice based on the misconception transformation of “photosynthesis and cell respiration " was carried out, through experimental research, different teaching processes were implemented in the control class and experimental class, and the concept of argument teaching was examined and evaluated according to the results  for the efficacy transformation.

In this study, the students’ misconceptions in Grade One and Grade Three of senior high school were investigated by a three paragraph questionnaire, and a total of 406 questionnaires were distributed in electronic questionnaires, 225 samples from the Grade One, 181 samples from the Grade Three. The results indicated that there were many misconceptions under the topics of cooperation and cellular respiration, including the significance of respiration, physiological structure of photosynthesis, processes of photosynthesis, significance of photosynthesis, links between photosynthesis and respiration, and role of chemical energy synthesis. The findings further fill the conceptual arsenal of the vagus under this topic. Further comparison of the two graders confirmed that students in of  Grade One had a significantly higher level of delusion than the students of Grade Three, that illustrates the effectiveness of one round of review. In terms of the specific misconceptions, the students of Grade Three have a high degree of similarity with the Grade One, indicating that after three years of senior high school, some misconceptions had always existed in the minds of high school students, and effective concept transformation strategies need to be further applied and developed.

In this concept shift experiment, a total of 47 people in the experimental class (47 questionnaires were returned) and 48 people in the control class (48 questionnaires were returned). The statistical results indicated that there was a significant difference between the students in the experimental group (argument teaching group) and the control group (traditional teaching group). What’s more, the students in the experimental group were significantly lower than the students in the control group in degree of misconception, indicating that argument teaching is relatively more effective than traditional teaching. Obviously, in the context of "Three new", the transformation of quality-oriented classroom teaching needs to be explored, and the active learning characterized by demonstration and inquiry is the key to implement literacy. The use of teaching strategies in traditional teaching methods, such as argumentative teaching, experimental inquiry, simulation experiment, model construction, and question string teaching, can better implement the new curriculum standards and help students master scientific concepts.