| In 2011,the Compulsory Education Biology Curriculum Standards(2011 edition)(hereinafter this thesis will be abbreviated as the “Curriculum Standards”)put forward 50 key concepts under 10 first-level themes,and the Curriculum Standards described in detail the 50 key concepts that were required for students to understand under each theme of the junior high school stage in the course content section and some recommendations for the teacher teaching of these concepts.It is suggested in the Curriculum Standard that the teaching should focused the key concepts to be organized and carried out,which was helpful for the students' spiral development and the students' deep understanding and transferring of knowledge.In recent years,more and more attentions have been paid on the research about the key concepts in teaching,such as sorting,expression,screening and teaching practice abroad,countries like the United States,Canada and Australia put great importance on key concepts in teaching,believing that key concepts promote the development of students' ability of thinking.In China,scholars mainly focused on the definition,expression and screening of the key concepts,teaching method design based on key concepts in biology,researching on key concepts in different versions of text book comparatively and the teaching strategies of key concepts.They deeply believe that learning and understanding key concepts are helpful for students to achieve the knowledge objectives in the three-dimensional objectives in teaching of biology,hence to achieve the other objectives.Also,it is helpful to promote the students biology literacy,which is an important part of their science literacy,so as to perfect their knowledge framework of science.To explore the applicable teaching strategies of key concepts of biology in junior middle school,we carried out a project in Baogang No.8 High School,Inner Mongolia for a teaching experiment.Two classes(test class and control class)from the second grade of junior middle school were tested in parallel in this experiment to investigate the current situation of students' learning and teachers' teaching for key concepts in the biology course of junior high school.For the purpose,the questionnaire was designed to implement anonymous investigation for understanding the state of the students and teachers in teaching of the key concepts of biology.After the key concepts related to the first book of the eighth grade in the new curriculum standard were sorted out,we formulated the preliminary teaching strategies according to result of the interviewing with the related teacher in the school together with the progresses and results of similar strategies obtained from searching the China National Knowledge Infrastructure(CNKI).Four strategies,which were concept map,history of science,situation creation and scientific inquiry,were identified and carried out practically for the research in classroom teaching.Comparison the academic scores in three times school biology examination of the two classes showed that the score of the test class was significantly higher than that of the control(P<0.05).To test the effect of key concept teaching strategies we formulated,we also did another two examinations.The results of examination of tested class and control revealed that the comprehensive ability of the tested class was greatly improved compared with control class.For surveying and analyzing of the improving of the students' autonomous learning ability and problem solving ability by strategies we formulated,the questionnaire were done before and after the teaching experiment,the T-tested showed that the score of the tested class obviously higher than that of the control(P <0.05).In summary,the strategies we formulated are helpful to cultivate students' biology science literacy and students' problem solving ability and autonomous learning ability.By the way,research on key concept teaching strategy is a gradual process,which requires related teacher to study continuously. |
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