| Release of High School Biology Curriculum Standards(2017 Edition)(hereinafter referred to as the New Curriculum Standards)further clearly points out the position of senior high schools in China’s education: "senior high school education in China is an education based on compulsory education,further facing the public and improving national quality".New curriculum standards place greater emphasis on the integrity of middle and high school biology curriculum in lesson plans,which leads to the problem of gap period and jumping concept content in the curriculum of biology in China.How to better effectively connect the concepts related to biology in junior high school and high school have become the focus of front-line teachers in practical teaching and experts.Effective teaching connection can not only guide teachers’ teaching and strengthen the step-by-step teaching links;Moreover,it can guide students’ learning,deepen students’ understanding of pre knowledge and promote transfer and application.This paper systematically analyzes the teaching connection of the core concepts of biology in junior and senior high schools,and explores the strategies and methods of teaching connection,which can promote the implementation of curriculum ideas and curriculum plans.First,this study takes the curriculum standards of the high school biology curriculum standard(revised in 2020)and the compulsory education biology curriculum standard(2011version)as the research object.,systematically analyzes the core concepts of the curriculum content,and makes a comprehensive comparison from four aspects: the content and number of core concepts in the curriculum,the analysis of coincidence degree and the analysis of connection points.Secondly,the author conducted a questionnaire survey on the current situation of teaching connection in internship school,and found the problems in concept transition,learning methods,teaching methods and so on.Thirdly,the author proposes four teaching strategies and nine teaching methods in view of these actual problems,and fully applies the strategies and methods in teaching practice.Finally,based on the application of the proposed strategies and methods,this study carries out teaching design and teaching practice,and evaluates the experimental results by means of test paper analysis,score analysis and student interview,in order to test the feasibility and effectiveness of the teaching connection of the core concepts of biology in junior and senior high schools.The research conclusions are as follows: a large part of the knowledge concepts in the biology textbooks of the two stages are related,which is the organic integration of relevant concepts.The knowledge concepts of senior high school are developed on the basis of the popularity and foundation of junior high school,and tend to be theoretical and systematic.The results of the questionnaire indicate the ability of the students to deal with and apply knowledge is insufficient,their learning methods need to be improved,and teachers’ teaching methods also need to be diversified.According to the above problems,the teaching strategies are put forward:Changing the educational concept and developing the core literacy;Pay attention to content cohesion and promote learning transfer;Attach importance to students’ main body and cultivate inquiry ability;Cultivate habits of thinking and enhance sustainable development four kinds in total.Teaching methods: goal-oriented method,analogical reasoning method,group cooperation method,comparative analysis method,situational teaching method,experimental inquiry method,picture-text combination method,heuristic questioning method,and scaffolding teaching method.Analysis of the results of teaching practice shows that the study habits and methods of the students in the experimental class are more effective and their grades are improved.Therefore,this study believes that the strategies and methods proposed in Chapter 5 have a better positive effect. |
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