Research On The Teaching Practice Of The Core Concept Of High School Biology Based On Problem-driven

With the deepening of the new curriculum reform and the change of educational concept,the research of the core concept teaching of biology has become a hot spot of education.As the backbone of biological knowledge,understanding the process of mastering the core concepts is not only the process of acquiring knowledge,but also the basis for students to learn good things,but also the process of capacity formation.Most of the previous classroom teaching focused on instilling knowledge into students,allowing students to write down these fragmented knowledge points,but neglecting students' ability to think and explore problems.This is a common problem in the teaching process.Problem-driven is a teaching method that drives students to think,divergent thinking,explore problems,and develop students' self-learning ability.It is more and more popular among students.The research first defines the problem-driven and biological core concepts,and then comprehensively analyzes the research status at home and abroad and the two theoretical foundations on which it is based: recent development zone theory and concept transformation theory.Secondly,through interviews,understand the depth of the core concepts of practical research teachers,methods and other status quo,propose four teaching strategies for the existing problems,design three different themes of teaching content,practice teaching,and combine specific teaching Case analysis.Finally,the questionnaire is used to evaluate the effect.It mainly understands the mastery of the core concepts under the guidance of the problem-driven strategy.At the same time,it helps teachers to improve the problem-driven high-level biology core concept teaching strategy,and summarizes the reflections to propose some corresponding The recommendations will help to improve and innovate in future teaching.Combined with the proposed strategy,after conducting the corresponding practical research,it is found that the problem-driven has played a great role in the concept of student learning.The enthusiasm of students to discuss the problem has improved,and the initiative to build the core concept can be seen as centered on the core concept of biology.Problem-driven teaching can not only improve classroomlearning efficiency,stimulate learning initiative,but also train students' ability to solve problems,and improve the teaching effect of core concepts.After half a year of teaching practice,it is generally believed that problem-driven teaching centered on the core concept of biology can better promote students' learning and internalization of concepts and reflect the problem-driven teaching effect.In terms of theoretical basis and practice,it has important significance for the teaching of biological core concepts.