| The biggest change of the2011compulsory education curriculum standards was li st the listed core concept correspondent to each of the ten first rank themes. Given th e background of the new standard, this thesis, on the basis of scientific survey, tended to explore the problems encountered in the implementation of the newly revised stan dards. Surveys and statistics were carried out to understand and analyze how biologica1teachers understand the new standards, how they comprehend these central concepts of biology, and how they teach these concepts, the major problem could be analyzed form three perspectives:firstly, the effect of teachers’ training;secondly, teachers’ underst anding of and emphasis on the new standards; thirdly, teachers’ comprehension of teac hing theories correspondent to junior biological central conceptsTherefore, on the basis of theoretical research and statistic survey, this thesis put forward three strategies with examples, strategy one; to reduce teachers’confusion ab out teaching by effective the curriculum standards training and by starting from their practical requirement; strategy two:the improvement of teachers’professional quality, a wareness and more attention paid to theoretical knowledge; strategy three:suggestions of how to teach central concepts. According to the teaching schedule, the teaching pro cess is supposed to be divided into three parts:to start by working out a curriculum outline, the strategy of organizing the pre-class content is employed; and then there co mes the concept formation teaching strategy and the concept map strategy; last but n ot least, it is the teaching feedback strategy with the help of concept map to provide suggestions. To summary, this thesis, on the basis of theoretical research and practica1survey, anticipated to explicit problems confronted in the process of teaching biologi cal core concepts of junior middle schools so as to have teachers away from teaching these concepts aimlessly. |
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