An Experimental Study On The Important Concepts Of Biology In Senior High School

Biology concepts are essential for high school students to acquire biological knowledge in the course of learning biology. Teaching biology concepts is not only important and difficult for high-school teaching of biology, but also matters the success of the teaching. It is critical for frontline teachers to efficiently pick up biological knowledge by mastering biology concepts during practical teaching of biology in high schools, while it is difficult to focus the conceptual teaching on concepts in teaching activities. In consideration that students fail to grasp biology concepts in current teaching activities of biology, classroom teaching practices for biology concepts are explored in this paper, in order that lessons may be drawn in teaching biology concepts.According to current teaching of biology concepts, different practices of teaching biology concepts are explored in combination with specific teaching environment based on constructivist learning theory and cognitive learning theory by focusing on the nature of biology. Besides, the application of relevant biology concepts in teaching is illustrated in detail, so as to provide feasible references for present classroom teaching of biology in high schools. First of all, biology concepts involved in a compulsory textbook are explored, divided and summed up based on a textbook known as Cells and Molecules published by Suzhou Education Press, compulsory for the first year study of high school students and applied by high schools of Yulin City, Shanxi Province. Meanwhile, corresponding cases of conceptual teaching are analyzed with different teaching strategies for biology concepts. Next, classroom teaching is practised with conceptual and conventional teaching strategies respectively by aiming at Class22and23, Grade1high school students of No.1Yulin Middle School. The teaching is completed with distinct methods by two teachers highly qualified for teaching, so as to statistically analyze mid-term and final results of different classes and examine the effects of applying conceptual teaching in classroom practices. Classroom teaching practices suggest that it may be effective for improving students’ results of biology and strengthening their understanding of biology concepts by teaching biology concepts in experimental classes. Finally, defects of conceptual teaching of biology are considered and summarized after one-semester teaching of biology concepts according to the results of two periodic tests on biology. Furthermore, existing problems are sorted out and defects of future conceptual teaching of biology are improved.In this paper, the research about conceptual teaching of biology is conducted according to high-school biological textbook published by Suzhou Education Press and concrete biology concepts with corresponding teaching strategies. It is not only of potential value in application, but also of great value for being used as reference in guiding practical teaching of biology in the future in local areas. By studying teaching practices for biology concepts, more systematical methods and suggestions may be provided for biology teachers to conduct conceptual teaching. Existing problems about current conceptual teaching of biology may be solved by bringing the roles of external and internal causes into play simultaneously with integrated conceptual teaching methods, in order to further improve the quality and the effect of classroom teaching of biology.