| The "Compulsory Education Biology Curriculum Standards(2011 Edition)" for the first time put forward 50 important concepts in junior high school biology.The important concept is the core knowledge in biology.The introduction of important concepts allows teachers to clarify the focus of teaching,allowing students to clarify the learning center,making the goal of biology teaching more clear.Teaching that highlights important concepts can help students form a lifelong way of thinking and problem-solving skills,and cultivate students’ core qualities.Therefore,the promotion of important concepts is an urgent need for teaching.Situation creation is the inevitable choice of concept teaching.Teaching situation can stimulate students’ interest in learning,guide students to actively explore and learn independently,help students to meaningfully construct concepts,and cultivate students’ knowledge transfer ability.This is the concept of teaching.needs.Based on this research,we systematically research the situation creation strategy of concept teaching.This study was based on the teaching materials for the seventh grade of the People’s Education Press.This research mainly uses the literature research method,the education experiment method,the classroom observation method and the questionnaire survey method to carry out the practical exploration of the situation creation in the concept teaching.First of all,according to the teaching practice and the concept of biology curriculum in "Compulsory Education Biology Curriculum Standards(2011 Edition)" Secondly,through reviewing a large amount of literature,we have learned the progress of research at home and abroad,the research background,and the education and teaching theories related to this study,and summarized the concept of concepts,biologically important concepts,and the creation of contexts.Then,based on the existing researches,it elaborates the links of concept teaching,the principle of situation creation,the strategy of creating situations,and the classification of different situations.At the same time,specific analysis and explanation are given in connection with the case.Finally,the education experiment was carried out in teaching to explore the effectiveness of teaching that emphasizes the creation of situations.The students of the two parallel classes in Grade 7 of Bin He School in Xi’an City were selected as the experimental group and the control group.The single-blind method was used to strictly control the influence of unrelated variables and a one-semester educational experiment was conducted.By observing the "Situation creation effectiveness classroom observation scale",we found that students in the experimental group had higher enthusiasm,more intense interest in learning,stronger self-confidence in learning,more effective answers to questions,and improved group search and inquiry efficiency.And the problem of students’ classroom generation is also increasing.Through the Student questionnaire,students in the experimental group found that in addition to learning interest,self-confidence,and teacher-student interaction,Judging from the students’ experience in class,the mood was more positive and the class was full of expectations.The students’ ability to ask questions and solve problems was improved.Through routine written tests,it was found that the scores of the experimental group were significantly higher than those of the control group.The average score of the experimental class was 88.07,the average score of the control class was 83.94,the average phase difference was 4.13 points,and the P value was 0.036,P≤0.05.There is a significant difference between the grades of the class and those of the control class.Through theoretical research,it is proposed that context creation in conceptual teaching should follow the principle of unity,integrity,time-use rationality and sentimentality in purpose,subjectivity,scientific problem and interest.The resources created in the context of conceptual teaching can come from the teaching materials,or create contexts through the links between concepts,and can also use modern information resources,in addition to idioms,verses,idioms,and questions from life.And phenomena create situations.In the concept teaching,according to different teaching contents and actual needs of teaching,situations can be divided into experience situations,problem situations,contrast situations,analog situations,story situations,life science history situations and role playing situations.Through practical research,it shows that the emphasis on the design and implementation of the situation in the concept teaching can help students understand the important concepts to improve students’ learning effect and effectively improve the level of concept teaching. |
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