Teaching Practice Research On “important Concepts” Of Junior School Biology

In 2011, The Ministry of Education promulgated “Compulsory Education Biology Curriculum Standards(2011 edition)” has emphasized 50 important concepts, made clear that important concepts are in the core status of disciplinary knowledge and have importance in Biology teaching, Clearly put forward “Pay attention to learn important concepts”. So how to organize teaching centered around biology important concepts to help students understand “important concepts” has become a inevitable and need to be explored in junior middle school biology teaching.As the start point, based on the theory of concept teaching and teaching design, teaching practice research on “important concepts” of junior school biology are studied. The aim of research is to help students build and really understand biology “important concepts” and improve teaching efficiency. Combing the teaching content of “important concepts” of junior school biology(what is to learn), designing the teaching design(how to learn), implementing and evaluating the teaching are as the study main line. It’s hoped that the research can provide certain references for around the important concept of classroom teaching.The research adopted some educational research methods, such as the method of literature research, the method of practical action research, the method of narrative study. This paper is made up of five chapters, which discusses research work of teaching practice research on “important concepts” of junior school biology.The first chapter elaborates the research background of topic, purpose and significance of the research, puts forward the research contents and methods.The second chapter summarizes and illuminates the theory and method of teaching “important concepts” of junior school biology by the method of literature research. It includes the theory of four stages of biology concept teaching, five elements of concept teaching, teaching methods, teaching design and the carding method of “important concepts” knowledge. The method includes concept maps and analysis method of “important concepts” knowledge structure hierarchy.The third chapter is divided into three parts to clarify teaching practice research on “important concepts” of junior school biology. The first part references the carding method of “important concepts” knowledge to systematically comb the teaching content of “important concepts” of junior school biology,which discusses the issue of what is to learn. Under the guidance of the theory of the second chapter, combining with the research results of the third chapter, the second part designs the teaching design “important concepts” of junior middle school biology, which discuss the issue of how to learn. The third part undertakes the teaching design “important concepts” of junior middle school biology to practical. Select four classes in seventh grade as research object. Adjust teaching design through reflection of teaching. After the teaching design implemented, adopts concept questions as evaluation method to evaluate the student’s level of acquisition important concept, which found that students build and understand biology “important concepts”, and achieve the teaching goal well.The fourth chapter makes the research conclusion, which indicates that applying this research idea to build concept teaching design around biology important concepts, which can effectively help students to understand and build “important concepts” and contribute to promote the efficiency of classroom concept teaching.