2013年教育部启动了普通高中课程修订工作，并于2018年初颁布了《普通高中生物学课程标准（2017年版）》。本次修订工作坚持反映时代要求，促进人才培养模式的转变，着力发展学生的核心素养。现如今，全国各地的生物教育工作者们都在如火如荼地学习如何依托新课程标准进行生物教学，力争落实生物学科的核心素养。提高学生的生物科学素养，必须以掌握科学概念为前提。在概念教学中，如果能熟知学生头脑中的迷思概念，对教学设计进行优化，则会更容易实现概念转变，提高课堂效率。 本研究在国内外已有研究的基础上，基于对文献的收集整理，采用问卷调查和实验研究的方法，试图总结学生头脑中存在的种群、群落和生态系统内容相关的迷思概念，并对概念转变教学方法与传统教学方法对于概念教学的有效性进行比较。期待对教学起到一定的指导作用。 本研究得到的结果如下： 1. 本研究的调查研究结果表明，学生在“物种丰富度”、“竞争”、“能量流动”、“碳循环”、“种群”、“群落”这几个概念相关的正确率都不超过10%，说明这几个迷思概念的拥有率非常高。之前国内的高中生物生态部分迷思概念的调查研究主要集中与生态系统部分，本研究表明，学生在种群、群落部分迷思概念的拥有率也非常高。 个别题目的部分同学选择了正确的理由选项却选择了错误的事实选项，或选择了正确的事实选项和错误的理由选项，这可能表明有时学生即使已经记忆了科学概念，仍然会在应用概念时下意识用迷思概念思考，也就是说对科学概念的理解流于表面；或表明学生头脑中的迷思概念具有顽固性；或学生头脑中同时存在科学概念与迷思概念。 2. 本研究的实验研究结果表明，教学后实验组对于每道二阶诊断测试题得到正确答案组合的百分比都高于对照组，且实验组与对照组的测试分数具有显著性差异，而空白对照组在教学前后的得分不存在显著差异，排除了前后测使用同一套问卷对实验结果的影响。即可以认为进行有针对性的概念转变教学确实对解决学生头脑中的迷思概念有更加显著的效果。

In 2013 the ministry of education launched the ordinary high school curriculum, and in early 2018, issued the "ordinary high school biology curriculum standard (2017 edition)".This revision work adhere to reflect The Times and promote the transition of the personnel training mode, focus on developing core literacy of students. Nowadays, biological education workers across the country are underway to learn how to rely on the new curriculum standard in biology teaching, strive to implement the core accomplishment of biological disciplines. Improve the students' biological science literacy, must be on the premise of mastering scientific concepts. In the concept teaching, if we can be familiar with the concept of myth in students' mind, optimize the teaching design, with the myth of the establishment of the theory of constructivism to the concept and the relationship between scientific concept, will be easier to change concept, improve the classroom efficiency. In this study, on the basis of existing research at home and abroad, based on the collection of documents, using the method of questionnaire and experimental research, attempts to summarize student population, community and ecosystem that exist in the mind content related concept of myth, and the conceptual change teaching method and traditional teaching method for comparing the effectiveness of the concept teaching. Looking forward to play a guiding role for teaching. This research results are as follows: 1. The findings of this study showed that students in "species richness", "competition", "energy flow", "the carbon cycle", "population", "community" concept related to the accuracy of no more than 10%, shows the myth of the concept of ownership is very high. Before the domestic part of high school biology ecology research focuses of the concept of myth and ecology system, this study shows that students in the population, community part ownership of the concept of myth is also very high. Individual subject part of the students choose the right reason option is the fact that chose the wrong option, or the fact that the right option and the option for the wrong reason, this may indicate that students sometimes even has memory scientific concept, and will still be in the application of concept nowadays with the concept of myth thinking consciousness, that is to say, the understanding of scientific concepts superficial; Or show students the concept of myth in the mind has a stubborn; Or students also exist in the mind of science concept with the concept of myth. 2. The experimental results of this study show that after the teaching experimental group for each combination of second-order diagnostic test to get the right answer percentage are higher than the control group, and the posttest test scores of the experimental group and control group and blank control group with significant difference, namely the concept of the targeted change teaching to deal with the concept of myth in students mind really have more significant effect.