Design And Experimental Research On Teaching Strategies Of Conceptual Knowledge In High School Biology

The conceptual knowledge of high school biology is an important part of the current biology textbooks.It is more objective and abstract,but it expounds all the life phenomena,even the principle and law,and accurately analyses the structure of biology.It is the basis of learning factual knowledge,methodological knowledge and skill knowledge.Because most teachers and students are only from the perspective of understanding and recitation to grasp the concept of knowledge,so the students are lack of effective methods in learning,so how to choose and apply the teaching strategy in teaching high school biological conceptual knowledge is extremely important.Therefore,the research about the teaching strategy of high school biological conceptual knowledge can not only provide reference for teachers' teaching,but also improve the learning ability of the learners.This article mainly consists of four parts.The first is the theoretical overview of conceptual knowledge and its teaching strategies.On the basis of this,three kinds of teaching strategies for the acquisition,maintenance and extraction of high school biological conceptual knowledge are put forward,and specific cases are set up to analyze its application.Finally,the application of these teaching strategies is set up by the experiment.First,using the literature method and the full text database of Chinese academic journal,the following contents are summarized in detail,such as the connotation of conceptual knowledge,the connotation of conceptual knowledge of high school biology,the connotation of teaching strategy and the basis of cognitive psychology of conceptual knowledge and the basis of teaching theory.Second,on the basis of the theory of previous studies,three teaching strategies are put forward,which are the teaching strategies of the acquisition,maintenance and extraction of biological conceptual knowledge in high school.Each teaching strategy can be subdivided,and the teaching strategy is set up to apply the teaching strategy to the practice of "the function and nature of the enzyme".Third,through the experimental research method,the classroom observation method and the personal interview method to explore the rational and effective use of the teaching strategy of high school biological conceptual knowledge in the concrete practice.At the same time,it analyzes the students' matching exercises and test questions by statistical analysis,and explores whether these teaching strategies fit the learning of high school biological conceptual knowledge.Fourth,in view of the conclusion of the above parts,some research conclusions are obtained,and some research suggestions are put forward in order to provide some guidance for teachers' teaching practice and students' better grasp of high school biological conceptual knowledge.