The Experimental Study Of The Biology Concept Teaching In Senior High School

《Ordinary high school biology curriculum standard(experiment)》 clearly puts forward that learning is a process of knowledge building, ability developing and the formation of emotion attitude and values. The curriculum standard advocates that students should understand biology concept when they solve the actual problems as well as use the new knowledge to solve the practical problems. Therefore, biology concept learning is the core issue during the biological knowledge learning.According to the requirements of the new curriculum standard, the author constructs a learning model about the biology concept teaching in senior high school based on the present situation of students’ concept learning. The model is named "self-monitoring learning mode on concept construction ", which is also based on concept learning theory and concept teaching theory. It will test the effect and the feasibility of "self-monitoring learning mode on concept construction" on concept teaching through the teaching practice.This research makes a comprehensive use of the document analysis, questionnaire survey and experimental research. Two classes of the same level from Putian Number Two Senior High School were selected. The experimental class adopted "self-monitoring learning mode on concept construction", while the control class used conventional teaching methods. Meanwhile a questionnaire survey was conducted in both classes before and after the experiments. The results show that" self-monitoring learning mode on concept construction" can improve students’ performance、learning ability and reflective ability. Besides, it plays a promoting role on students’interest in biological learning.