Research On The Construction Of Teaching Strategies For Important Concepts Of Junior High School Biology

The 50 important concepts of junior middle school biology is the generalization and essential explanation of a large number of biological knowledge. It plays an important supporting role in students' learning biology and related science. It is the core content of junior high school biology, and is the focus of teacher teaching and the center of students' learning. Through the implementation of relevant teaching strategies, students can help to construct important biological concepts, improve their life science literacy, and do a good job of biological learning in junior and senior high school.This study mainly adopts literature research method, investigation method and experimental research method to study the teaching strategies of the important concepts of biology in junior high school. First, the main idea of the research is to put forward the question according to the teaching practice and the philosophy of Compulsory Education Biology Curriculum Standard (2011 Edition). Second, the main idea is by consulting CNKI, Wan Fang, read the relevant monographs of domestic and foreign research progress, research background, research related theory,to summarize the important concepts of biology and the connotation of teaching strategies. Third, the main idea of the research is to display the typical teaching cases in the experimental class, which is of great significance to promote the construction of important concepts in biology.This study describes the cognitive structure of significance and value of research progress at home and abroad, Bruner's discovery learning theory, Ausubel's cognitive assimilation learning theory and constructivist learning theory. This study aimed at different types of important concepts, combined with the main problems in the investigation, put forward the biological model construction strategy and biology experiment construction strategy, biological science history strategy and group discussion cooperation construction strategy. According to the application of the experimental class teaching cases in the experimental class, the teaching efficiency of the implementation of the teaching strategy was analyzed. The experiment shows that the posttest scores of the experimental class is nearly 3 points higher than that of the control class, which shows that the use of these four teaching strategies is beneficial to the improvement of students' academic performance.