Practical Study On The Effective Teaching Of High School Biology Based On Core Concepts Teaching Method

It was proposed in the implementating recommendation of the General High School Biology Curriculum Standards(2017 edition),"teachers should develop teaching design and organization of teaching based on the concept and important concepts,choose appropriate teaching activities and teaching strategies,so that students can understand deeply and apply important biological concepts,promote the formation of the core quality of biology disciplines." The different concepts in the biology curriculum system focus on cultivating the different core quality of students' biology subjects,which need to choose different teaching strategies in the light of the actual situation of students,and we should grasp the concepts that students still can't understand after independent study,streamline the classroom,and promote students to form scientific concepts and biological core qualities.The result is effective teaching.The effective teaching based on the core concept is the process from the fact knowledge or the general concept to the important concept,and finally points to the core concept.In this process,the teacher takes the concept as the carrier to complete the infiltration of the core accomplishment,thus realizing the goal from the core concept to the core accomplishment.On the basis of combing the effective teaching theory and understanding the current situation of effective teaching based on the core concept,this paper takes the combing and analysis of the core concept,the compilation of the effective teaching design based on the core concept,and the implementation and evaluation of the effective teaching design based on the core concept as the main research line to carry out the practical research on the effective teaching of biology in senior high school around the core concept Research.The key effective teaching strategies adopted in this study include the combination of teaching and practice,the creation of situation,the inquiry teaching,the concept map strategy and so on.This research selects the human education edition high school biology compulsory course 1 chapter 3 section 3 " the control center of the cell nuclear —— system " and thefifth chapter 3 section " the ATP main source —— the cell respiration " as the teaching content,carries on the analysis and the extension around " the nucleus "," the cell respiration " these two core concepts connotation,then through the quantification method analysis student to the outside extended concept cognition degree,determines the concept difficulty degree,finally uses the core concept effective teaching and the routine teaching these two models to carry on the practice.The results of the experimental and control classes were collected before and after the end of the teaching practice.The results of the control center test of the nuclear —— system,the main source of the ATP —— the cell respiration test were the middle test data,the final joint examination in January was the post-test data,and the students' perception of the teacher's effective classroom design were analyzed and discussed from different dimensions.First,the design of effective biology teaching in senior high school based on core concepts can promote students' understanding and mastery of core concepts.Secondly,the design of high school biology effective teaching based on the core concept can improve the academic achievement of students with middle and low knowledge level in the class;Third,the design of effective biology teaching in senior high school based on core concepts can also improve the academic performance of high-segment students,but for chapters with strong abstraction and many concepts,teachers need to pay more attention to high-segment students and arrange teaching activities more scientifically and comprehensively.According to the research results,in order to promote the teaching of biology core concepts in senior high school,this study puts forward several suggestions from the teacher level: first,when extracting when extracting the core concepts,teachers need to dig out the core literacy that the concept points to,pay attention to both imparting knowledge and penetrating core literacy;second,the concept map can be used in pre-class teaching design,classroom teaching,and after-class teaching evaluation to realize the teaching of the complete concept system more effectively;third,through the statistics of the time spent in different teaching links,as well as the situation of students to construct the concept map to analyze the effectiveness of teaching and improve the teaching feedback mechanism;fourth,when designing the core concept teaching can be.With chapter as the unit to formulate the teaching objectives of the unit,design the overall teaching design.