Research On The Difficulties And Breakthrough Teaching Strategies In The Learning Of Important Concepts In Junior Middle School Biology

In the biology curriculum standards published in 2011,the key concept learning element became one of the constituent elements of teaching suggestions.This revision selects 50 important concepts based on the original content,and "as the main points of student learning And building the foundations of a biological knowledge framework." Therefore,this article will take the difficult concepts of difficult concepts in biology of the seventh grade of the Soviet Education Edition as the content,try to construct teaching strategies,and break through the difficult concepts of important concepts of junior high school biology by way of teaching examples.Understand and transfer applications to increase students' interest in learning and thus improve classroom efficiency.The main contents of this study are as follows:First of all,by collating the domestic and foreign literature on the teaching status of difficult learning concepts of important biology,we find that there is a lack of research on teaching strategies that break through the learning difficulties of important concepts of biology in China.Secondly,by investigating the current situation of the teaching of difficult concepts of biology in junior high schools in Shenyang,Liaoning Province,we can find that the concept teaching has achieved significant results after implementation:(1)most teachers are aware of the difficulty of teaching important concepts of biology Significance will allow students to learn biological concepts by constructing a knowledge framework.But there are some shortcomings:(1)Insufficient use of teaching strategies,and few teachers can integrate flexible and effective teaching strategies into conceptual teaching;(2)The methods and forms used by teachers are too overwhelming to help students consolidate their knowledge Monotonous;(3)The theory and practice cannot be combined,resulting in students not being able to fully understand the meaning of the concept despite being able to grasp biological concepts,and long-term memory is difficult to guarantee.Third,after systematically analyzing the results of this survey,the author puts forward the following strategies to help teachers break through the difficulties of important concept learning:(1)creating situational strategies;(2)biological concept model strategies;(3)biological structure diagrams Strategies;(4)inquiry learning strategies;(5)living strategies;(6)detection and application strategies.Then,based on the proposed concept teaching strategy,three important biological concepts in the "Course Standards" were selected as cases,and the teaching design was targeted at the teaching points and students' learning difficulties,and one of the designs was implemented to explore the final effect.After testing,student evaluation,and selfreflection,it was finally proved that this teaching design does have practical significance,which not only weakened the difficulty level for students to understand biological concepts,increased student learning interest,but also improved classroom efficiency to a certain extent.Finally,in the inductive summary,I clearly realized that due to the limitations of my abilities,my research thought was relatively narrow and failed to conduct a comprehensive investigation,which led to the lack of extensive innovative research.Therefore,in the future,the author will continue to explore and innovate in the frontline teaching,improve the teaching ability of important concept learning difficulties,and build more effective teaching strategies to break through important concept learning difficulties.And constantly improve the strategy in teaching practice,so as to form more excellent teaching case design.