Research On Junior High School Biology Teaching Strategies Based On The Concept Of Big Concepts

Concept teaching has always been a vital part of middle school biology teaching.Researchers-after a long period of exploration-found the way that can help students to deeply understand the big concept in course content.Furthermore,they provided the corresponding learning experience,which can make contribution to the formation of good scientific literacy.In order to adapt to the changing times and keep pace with the times,the 2017 edition of general high school biology curriculum standards also puts forward the philosophy of "content surrounded by the big concept" and points out 10 big concepts that students need to master.There are 50 concepts that teachers need to help students construct in the 2011 edition of the standard for compulsory education biology curriculum in which the concepts are unified under specific themes.It is particularly important,under such a background,to explore how to teach junior middle school biology concept.Therefore,this study came up with the study on the concept teaching strategy of junior middle school biology based on the ideas of big concept.In this study the author first elaborated the study background,significance,method and current situation of the research,and also defined some important concepts in the research.Then,designed a questionnaire to investigate 400 eighth graders on the activities of junior high school students in the process of biological concept learning.It was found that junior middle school students lacked the opportunities for activities in the process of biology learning,and there was also a lack of corresponding guidance.After that,through the analysis of the new senior high school curriculum standards,it is found that in order to carry out the big concept teaching in junior high school,we should first change the teaching idea;secondly,we should make the curriculum content focus on the big concept,the curriculum should be structured,the teaching goal should take the core accomplishment as the "grasp",we should pay attention to the experience of the students’ related subject situation and the academic evaluation should be refined and visual.Finally,we should pay attention to the relationship between disciplines.On the basis of the above analysis,this paper finally puts forward the corresponding strategies from the preparation stage,the implementation stage and the evaluation stage of the big concept teaching of biology in junior middle school,and carries on the teaching practice to these strategies.First of all,in the teaching preparation strategy,the teaching goal formulation strategy and the teaching material processing strategy are analyzed in detail;secondly,in the teaching implementation strategy,the inquiry learning strategy,the autonomous learning strategy,the project learning strategy and the knowledge structure strategy of the big concept teaching implementation are put forward;finally,the classroom performance observation,the biology exercises detection and the after-class interview strategy are put forward in the teaching evaluation strategy.Through teaching practice,it is found that students are more willing to express their views,the depth and breadth of thinking have been improved,the autonomy of learning and the ability to collect data have been improved,and the degree of understanding of knowledge has also been improved.Finally,the general steps of big concept teaching are summarized according to the research of theory and practice.It is hoped that this study can enrich the research content of biology concept teaching,and provide teachers with effective teaching strategies to promote the development of students’ big concept.