An Action Research On Core Concept Teaching Of Senior High School Biology

In these years, with the deepening of the new curriculum reform, the position of Biology in the stage of high school has improved obviously. And the demand for both the student and teacher are higher than before. As a teacher, I find the instructional strategy used by many other teachers are too much single, which only make students remember the concept, only to find that the bits of knowledge just can be remembered, and the comprehension of concept are still stay in a lower level. As a view of teaching effectively, I think it is not enough to knowing things stay at an external level on students’ core concept studying, but the more effective way, is to make student try to exploit the truth, acquire the comprehension of abstract concept by using a variety of instructional strategies.In order to exploring the effect of the core concept teaching of senior high school biology, the author puts the strategy into practice. The research mainly uses three methods such as check ing literatures, interview survey, classroom observation and so on.There are two trains of research thought. One is describing the whole process of the action research,including to choose the research problem, drawing up the plan, promoting the plan, evaluating the effect of the plan by interviewing the student, paper-and-pencil test, classroom observation, rethinking the research. The other is just one lesson based on the core concept teaching of senior high school biology, which is compared with the same subject lesson designed by the other teacher. To rethink profoundly about the effect of the core concept teaching, the author analyses the effect of the core concept teaching by the appraise of other teachers, experts, students, oneself.The core concept teaching strategy helps the students establish the concept of Connection and understand the connotation of the core concept in more depth. Then the students construct the framework of knowledge that the core concept contains, which makes them study the knowledge more comprehensively, thoroughly and systematically. With constructing the core concept by themselves, the students’ autonomous learning ability for thinking and exploring is enhanced gradually, improving the polarization phenomenon and making the backward students’ more confident about their learning. Of course, that helps the students have a better choice for their own learning strategies, which is of great benefit for improving their comprehensive learning ability. The conclusion is that the core concept teaching of senior high school biology is much more effective for the student to master the core concept. That is to say, the influence of the core concept teaching of senior high school biology is positive on the teaching effect.This action research aims at eliciting much more thinking on the core concept teaching of Senior High School Biology.