Circumstances Are Created In The Teaching Of Important Concepts In High School Biology Practice And Exploration

The 2017 edition of "General High School Biology Curriculum Standards" pointed out that teaching should gather big concepts,streamline capacity,and highlight key points.Therefore,the importance of learning important concepts meets the requirements of the new curriculum standard.The important concept is the general description of the general or essential characteristics of human beings through the thinking processing of the objective existence of life phenomena and the laws of life activities,so as to reflect its own general or essential characteristics.Therefore,in the process of teaching important concepts,students can form a rigorous way of thinking and develop their ability to solve problems.But the important concepts of biology are relatively abstract and high-level.Compared with junior high school,students in the first year of high school have developed abstract logical thinking to a great extent,but their logical thinking is not well developed.Therefore,they have difficulty in understanding the connotation and extension of important concepts.The situation creation can create a suitable situation based on the students' original knowledge level,so that students can obtain rich perceptual experience,and through rational thinking,they can gain an understanding of important concepts,which can help students learn important in the context of concrete images.concept.Therefore,this article systematically studies the principles,strategies and effects of context creation in the teaching process of important concepts.This article takes the subject of "Molecular Composition of Cells",the compulsory course of high school biology issued by the People's Education Edition,as the carrier,and creates context for the important concepts in this subject.The main contents of this article are as follows: First,through the new curriculum concept and own teaching practice experience,put forward research questions.Secondly,by consulting a large number of documents,we can understand the domestic and foreign research situation and related education and teaching theories surrounding the creation of important concepts.Then,on the basis of previous research,define the concepts,important biological concepts,and the concept of context creation.Then,through studying high school biology standards,determine the important concepts related to the research theme,and study the principles and contexts for creating contexts around important concepts.Strategies created.Finally,the important concepts in the "molecular composition of cells" are selected for teaching design,teaching practice is carried out in a middle school in Yueyang City,and four classes with the same basic conditions taught by the author are selected for experiments,and two of the classes are used as experimental groups,The other two classes are used as the control group,and in order to maintain the single-variable principle during the experiment,the author will first test the students in the experimental group and the control group.The results of the pre-test show the academic performance of the experimental group and the control group before the practice.The average score differs by 0.31 points,and the P value is 0.833.There is no significant difference,and it is suitable as the practical object of this study.Then,teaching practice is carried out,and the effect of teaching is analyzed using the "Classroom Observation Scale for the Effectiveness of Context Creation",questionnaire survey,and paper and pencil test.The practical results show that: creating a situation around important concepts helps to improve students' learning performance,learning interest and learning ability.