高中生物复习课教学是师生双方从新的视角对所学知识进行系统梳理、深化、拓宽及灵活应用的教学过程。为了使学生对所学生物学知识概括化、网络化，并能灵活地迁移，笔者对概念图在高中生物复习课中的教学效果进行了研究。本研究主要采取了文献法、行动研究的方法、问卷调查法和准实验研究的方法。设计了概念图教学策略的实施步骤。选择了高三2个班作为研究对象，测试比较了他们的认知风格类型。选取了细胞结构、蛋白质的结构和基因表达、三大营养物质代谢、人体健康、生态系统、种子专题等为概念图策略的实践教学内容。结果显示，概念图教学策略适用于高中生物复习课教学。将概念图教学策略分为了解阶段、模仿阶段、练习阶段和巩固发展阶段是符合高中学生的特点和认知规律的。经过统计分析表明，概念图教学策略对不同认知风格的男女生学业成绩影响不同。促进场依存男生和中间型女生学业成绩提高的效果明显，但对于中间型男生和场依存女生的效果不明显。运用概念图对生物问题进行外部表征的教学策略对不同认知风格的男女生学业成绩影响不同，该教学策略可促进中间组男生学业成绩的提高。通过调查，被试概念图教学策略的大部分学生对概念图教学策略比较认可。但基础比较好的一班比二班对概念图的认可度高，二班甚至有20%的学生不喜欢概念图。本文的特色是初步发现概念图教学策略对不同认知风格学生的影响有差异。文章对研究中的一些问题进行了讨论和反思，并对概念图教学策略进一步的研究内容进行了思考。Teaching high school biology refresher course both teachers and students from a new perspective on what they have learned a systematic combing, deepen, broaden and flexible application of the teaching process. In order to enable students to study biology knowledge in general, and networking, and flexibility to move, the author has studied the effectiveness of teaching when use the concept map in high school biology refresher courses. This study has taken literature method, action research, questionnaire survey method and quasi-experimental research methods. The author has designed a concept map teaching strategies implementation steps. Select two classes of high school seniors, as an object of study, the test compared to their cognitive style types. Select the cell structure, protein structure and gene expression, the three major nutrient metabolism, human health, ecosystems, seeds and other topics as a concept map teaching content of practice teaching strategies. The result showed that, the concept map teaching strategy is suitable for the high school biology refresher courses. The author has divided implementation process of concept map teaching strategy into the understanding stage, the imitation stage, the practice stage and the consolidated development phase . Such done was conformed to the high school student's characteristic and the cognition rule. Through statistical analysis showed that the academic performance is different when use concept map teaching strategies to different cognitive styles of male and female . The effect is obvious to the field-dependence male and the middle group female in academic achievement, but for the middle group male and field-dependence female the effect of is not obvious.There are different impacts for different cognitive styles of male and female when used the teaching strategy of concept-maps in problem external representation. The studies have found the teaching strategies is used for the male middle group. Through the survey found that the students compared to the approved concept map teaching strategies. The students of class 1 have a good foundation. The students of class 1 have a high degree of recognition of the concept map teaching strategies than class 2. The students of class 2 or even 20% do not like the concept map teaching strategies.This article characteristic is the preliminary discovery concept map teaching strategy has the difference to the different cognition style student's influence.This paper the author has carried on the discussion and reconsidering to some problems which problems that arise in the study, and has carried on the ponder to the further research content of concept maps teaching strategies.

Teaching high school biology refresher course both teachers and students from a new perspective on what they have learned a systematic combing, deepen, broaden and flexible application of the teaching process. In order to enable students to study biology knowledge in general, and networking, and flexibility to move, the author has studied the effectiveness of teaching when use the concept map in high school biology refresher courses. This study has taken literature method, action research, questionnaire survey method and quasi-experimental research methods. The author has designed a concept map teaching strategies implementation steps. Select two classes of high school seniors, as an object of study, the test compared to their cognitive style types. Select the cell structure, protein structure and gene expression, the three major nutrient metabolism, human health, ecosystems, seeds and other topics as a concept map teaching content of practice teaching strategies. The result showed that, the concept map teaching strategy is suitable for the high school biology refresher courses. The author has divided implementation process of concept map teaching strategy into the understanding stage, the imitation stage, the practice stage and the consolidated development phase . Such done was conformed to the high school student's characteristic and the cognition rule. Through statistical analysis showed that the academic performance is different when use concept map teaching strategies to different cognitive styles of male and female . The effect is obvious to the field-dependence male and the middle group female in academic achievement, but for the middle group male and field-dependence female the effect of is not obvious.There are different impacts for different cognitive styles of male and female when used the teaching strategy of concept-maps in problem external representation. The studies have found the teaching strategies is used for the male middle group. Through the survey found that the students compared to the approved concept map teaching strategies. The students of class 1 have a good foundation. The students of class 1 have a high degree of recognition of the concept map teaching strategies than class 2. The students of class 2 or even 20% do not like the concept map teaching strategies.This article characteristic is the preliminary discovery concept map teaching strategy has the difference to the different cognition style student's influence.This paper the author has carried on the discussion and reconsidering to some problems which problems that arise in the study, and has carried on the ponder to the further research content of concept maps teaching strategies.