Design And Practice Of High School Biology Teaching Based On Core Concepts

Based on the continuous development of society and technological innovation,the changes in people's lifestyles,thinking patterns,and the actual needs of various subjects for education have brought changes to the internal and external aspects of education for students to adapt to the future society and their required qualities.Requirements are more diverse,centralized and sustainable.There are multiple components in the knowledge system of biology.Among them,the core concepts are emphasized.The use of concept teaching can help students understand biology more deeply and establish a more comprehensive knowledge system,and continue to cultivate social,economic,ecological,and technical knowledge.New talent needed.The author uses the opportunity of internship in Shihezi Senior Middle School to explore and research the implementation strategy of concept teaching,and takes "high school biology teaching design and experimental research based on core concepts" as a research topic to improve the applicability of concept teaching in biology teaching.Optimize teachers' theoretical knowledge and practical procedures of concept teaching,better evaluate students' learning outcomes,and then give full play to the teaching advantages of concept teaching to fully cultivate students' core biological literacy.First,the article discusses the research background,research purpose and significance of research on concept teaching,the status quo of research at home and abroad through the literature method,summarizes the concept definition and theoretical basis of concept teaching,and analyzes the feasibility and necessity of the implementation of concept teaching.After that,the interviews and questionnaires were used to understand the current status of the concept teaching of teachers and students,and the stage analysis of concept teaching was conducted.The concept teaching process was divided into five stages: "introduction-explanation-inquiry-application-evaluation",and Through case studies,the teaching strategies of concept teaching are discussed.This article will exemplify three concepts teaching strategies and illustrate the corresponding teaching content.Then use the experimental research method to analyze the experimental group and the control group by using the experimental data obtained from the students' biological scores and questionnaire statistics,and finally obtain the experimental results.Finally,the research conclusions are drawn based on the experimental results:(1)the core concepts of biology are important starting points for teachers 'teaching design,and teachers should fully study the theory and practice in the classroom;(2)the correct implementation of concept teaching and students' knowledge understanding,transfer,and The application ability is positively related;(3)The combination of core concepts and effective teaching strategies has strong practicality.In terms of the application of teaching strategies,the author puts forward the following feasible teaching suggestions:(1)pay attention to the cultivation of students 'learning ability,and refine the process of students' independent acquisition of conceptual knowledge;(2)induce students to recognize pre-concepts in their fields of study Know conflicts and choose teaching strategies based on the current situation of learning;(3)Set the problem situation to keep pace with the times and meet the students' cognitive level,multi-sensory mobility to shape the situation mode;(4)Teachers should have a professional knowledge of the concept of the field being taught Control and respond to different perspectives from multiple perspectives;(5)Focus on classroom evaluation,and use other flexible evaluation methods such as performance evaluation.The evaluation process is an important teaching component.