The Research Of Biology Core Concept Teaching In The Senior High School

The twenty-first century is the century of life science, is therapid development of the knowledge of the century, facing the kindsof knowledge, it is difficult for students to memorize a lot ofbiological facts for a long time. In order to adapt to the needsof the development of era, realize the meaningful leaning ofstudents and practice the effective teaching of senior high schoolbiology curriculum. The author puts forward the research of seniorhigh school biology core concept teaching.This topic research includes the following five parts：Part1,mainly introduces the research content and significance，including the present situation of the core concepts teaching athome and abroad.Part2,mainly defining related concepts of the researchcontent,the core concepts of the theoretical basis,includingJ.S.Bruner’s cognitive theory,the D.P.Ausubel’s cognitiveassimilation theory,constructivist learning theory and conceptualchange theory.Part3,useing the method of literature research, interviewingmethod and questionnaire survey combing the cell energy supply anduse of nuclear new concept of the chapter, and it is expressed inthe form of a sentence about the core concept and related conceptsof carding, the students’prior-concept of understanding erroneouszone compared with list of scientific concepts in the cell energysupply and use of nuclear new concept of the chapter.Part4,probing the core concepts of the teaching strategy,mainly includes the Inquiring into experiment strategy,conceptmapping strategy,the history of science strategy and learning-plan-teaching strategy, and the teaching case will be proof in the formof the heterogeneous classes.Part5,mainlysummarizing the research of this topic.At the sametime, illustrate the shortcomings in the course of study.