Research On The Status Quo And Countermeasures With The Core Concepts Teaching Of Biology In High School

At present,the reform of basic education in most area of our country was carryied on. The issue of “ordinary high school biology curriculum standard(Experiment)” published in 2003 was stated clear “promoting the students in the process of solving actual problems to further understand the core concept of biology, and solving the contact problems in real life by using the related knowledge and theory.”Core concepts of biology often was summarized from many biological facts and phenomena which has the controlling function.The students’ accurate comprehension and application on the core concept of biology of students will not only affect their observation, understanding and judgment on the biological facts and phenomenon but also affect the biological science literacy. The subject “Research on the status quo and countermeasures with the core concepts teaching of biology in high school” was proposed in this paper.A survey was conducted on the current situation of the core concepts teaching of biology in “Gan sanzhong”high school using a questionnaire. Using the method of questionnaire and interview, the investigation of the present situation of biological teaching about core concepts which was conducted with three grades in “Gan sanzhong”high school. The core concept of compulsory course one “molecular and cell”was teased and summarized by interviews and literature synthesis.According to the theory of the new curriculum reform, grouping experiments has been done by chosing four parallel classes.The center teaching strategies of the core concept(the concept mapping strategies, strategies of biological history, and the strategies of creating situation) are compared with the general teaching strategies combined living cases.The results showed that:(1) the degree of the core concept followed with interest by teachers and students is not high and the teaching of the core concept was not carried out.(2) about 5 core concepts in compulsory course one molecular and cell” from the docments was summarized, and the core concepts: the life activities of cells need to obtain energy endlessly, energy cannot do without enzyme in the fifth chapter “cellular energy supply and utilization” was identified.(3)from the experiments of teaching biology using core concept teaching strategies and conventional strategies with fifth chapter “the cell’s energy supply and utilization”, it can be found that there are obvious differences between the experimental class and the control class in the post test of the experiment on learning interest,(the control class one and the experiment class one: P=0.041<0.5;the experimental class two and the control class two: P=0.039<0.05); the experimental class and the control class exam scores also have a statistically significant difference(the experimental class one and the control class one: P=0.044<0.05; the experimental class two and the control class two:P=0.043<0.05). The results indicated that using the strategies of concept maps, the strategies of history of science and strategies of creating situation in the core concept of biology teaching is feasible, which has obtained good teaching effect. The core concept teaching not only stimulate the students’ interest in learning, but also improve the learning achievement, which can offer some theoretical reference and practical significance for the reform and optimization on middle school biology teaching.