Research On The Instructional Design And Application Of The Biology Important Concept In Junior Middle School

Fifty important concepts in biology are put forward from Biology Course Standard of Compulsory Education in 2011,which makes further improvement on target and clarity of junior high biology teaching.Looked at from this point of view,the author carried out a research on biology important concept teaching design and its application.First,this paper introduces theoretical review of important concepts and important concept teaching design in biology by using the documentary method,providing theoretical basis for the research.Second,by the way of the survey method,we make an initial survey of present situation about important concept in junior school frontline biology teachers teaching.During the investigation,Liaoning area is divided into five regions(central Liaoning,eastern Liaoning,southern Liaoning,weastern Liaoning and northern Liaoning).The author distribute twenty questionnaires to every region,then arrange and analyze the data from recycled questionnaire100,finding advantages on junior high school biology important concepts teaching,as the following shows: 1.Most of biology teachers have clear understanding on the important concepts of Course Standard.2.Teachers can realize that the important concept teaching design needs to be combined with the characteristics of biology.But there still existed problems below: 1.the understanding on important concept not deep;2.there is no beginning to the important concept teaching;3.the concept teaching method is relatively single;and.the use of concept teaching strategy is not flexible;4.special training on important concept teaching is limited;5.carding process of important concepts is insufficient.To solve the above problems,counter measures have been studied on three aspects: special training on important concept teaching design;carding process of important concepts;important concept teaching design in biology.And in respect of important concept teaching design in biology,four suggestions are put forward as follows: 1.analyze students preconception from multiple angles;2.construct concept maps space for students;3.analyze the effect of teaching strategies and methods;4.enrich activities of concept teaching.Finally,The 5 step of the concept of instructional design process: 1.confirming important concepts;2.analysis of students' preconceptions;3.concepts of teaching objectives;4.design concept map;5.according to the formation process of the concept,make a design of teaching activities.Then with the research method of practice and action,the author to sort out the important concept in biology of Jiangsu edition in grade eight,then with the example of "immunity",carrying out the teaching case design of important concepts.At the same time,teaching design case can be achieved.According to student feedback,expert teacher evaluation,teacher communication,we can obtain the good practice effect.The test of concept map can get the quantitative analysis of teaching effect.Then the rationality of the conceptual teaching design process is verified.The author hopes that the research results could bring some reference use to frontline biology teachers,and expects that students can grasp important concepts in biology better.