The Instructional Design And Practice Based On Biology Key Concepts Of Junior School

The education areas at home and abroad have pay attion to the core concepts.The "Compulsory Education Biology Curriculum Standards " promulgated in2012has clearly put forward50core concepts the junior students should master. However, the current teaching situation based on Biology core concepts is unsatisfactory. How to help teachers better implement Biology curriculum standards to carry out instructional design based on the core concepts of biology?As the start point,this study proposed a general method for teaching based on Biology core concepts after combing the existing research results, and to further test the use of such methods of teaching design can help students build biological core concepts or not by experimental studies.This study includes four parts.The first part put-forward the research content, meaning and methods through analyzing the curriculum standards at home and abroad and on the basis of existing research. The second part defines "core concept","Biology core concepts" and "instructional design" firstly,and describes the theoretical basis for instructional design based on the core concepts:Gagne’s task analysis teaching theory, Ausubel’s assimilation theory, the concept of change theory,to provide theoretical support for further researchUnder the guidance of the second part of the theory and combined with the existing research results,the third part presents a workable instructional design method-the general instructional design methods based on Biology core concepts. This method consists of two phases:the preparation phase and the design phase. Preparation phase includes materials analysis around the core concept to find out the implied mainline and learning situation analysis.The design phase includs establishing teaching goals, teaching focus and difficult, the choice of teaching strategies and the design of teaching process.Then conducting the instructional design of" digestion and absorption"as a case.The fourth part is the experimental research related to the case.Select randomly two parallel classes as research subjects,one as the experimental class and the other as the control class.The pretest showed no significant difference between the two classes.In the experimental implementation process, the experimental class used instructional design based on the core concepts of Biology, and the control class used conventional instructional design. After the experiment,the postest finds that the students of the experimental classs are better able to achieve the transition from the misconception to scientific concepts, and shows that the teaching method builded by the study is effective, the instructional design guided by the design method can help students understand and construct the core concepts better. And the research can provide a reference for teachers.