Research On The Teaching Strategies Of The Important Concepts Of Biology In Senior High School

The teaching research on important concepts in China started relatively late.But The concept teaching method in specific teaching practice can enable students to form emphases in many complicated learning contents,and through concept teaching students can produce the integrity of knowledge,which is conducive to students to form a knowledge framework and grasp the learning contents as a whole.At the same time,the research on teaching strategies of important concepts can also make students easily learn important concepts,master how to obtain methods and flexibly apply methods.Therefore,the research on teaching strategies of important concepts in senior high school biology is an important topic worthy of attention and research.At present,schools,teachers,parents and other aspects do not fully understand the advantages of concept teaching,and there are few research results on concept teaching strategies in our country.Therefore,this paper studies the important concepts and their teaching strategies for the three teaching materials of senior high school biology.Affiliated middle school of henan normal university's internship experience has provided convenience for the author's research.Before the substitute,the author first got familiar with the students' existing learning level and attitude as well as the contents of three senior high school biology textbooks.At the same time,I chose and sorted out the important concepts according to the existing literature on the selection of important concepts.Then I systematized the teaching strategies,based on the learning situation of the classes taught,reasonably selected the teaching strategies of each important concept and comprehensively applied them to classroom teaching.After the implementation of concept teaching,the author analyzes the reasons for the changes of students by tracking the changes of students' academicperformance,school ranking,learning ability and learning attitude,and then explains the influence of the teaching of important concepts on students.The study found that after the implementation of important concept teaching,students can actively think and discuss in the classroom following the steps of teachers,propose solutions to problems and draw scientific conclusions.Can better grasp the subject knowledge points,including biological and non-biological disciplines,can understand the methods of learning important concepts of biology,can master the skills of acquiring learning methods,can internalize the obtained methods into their own components and apply them to study and life.The implementation of this strategy can make up for the shortcomings of the traditional classroom teaching in which students only master knowledge and less divergent thinking so as to apply knowledge.After one semester's implementation of the strategy,students' academic performance,ability and interest in learning have been greatly improved.This research goes deep into the senior high school classroom.By tracking the changes in students' academic performance,learning ability and learning attitude during the semester,it confirms the advantages of concept teaching,improves the overall learning status of students,and closely links the relationship between the teaching of important concepts and the improvement of students' biological Key Competence.Through the formulation and selection of teaching strategies,it provides theoretical basis for teachers' teaching and students' learning,and enriches the existing teaching strategies in concept teaching in our country.