On The Connection Of The Important Concepts Of Biology In Senior High School In

In the current compulsory education curriculum standard,"better to advocate students in deeply understanding of core concepts of biology when solving practical problems" is clearly put forward, and50important concepts are selected in10themes. Obviously, teaching of concepts has taken an important place in middle and high schools’biology teaching. At the same time, highlighting and conveying important concepts is the main idea of the new curriculum standard, which shows that important concepts not only need to be highlighted in classroom teaching, but also need to be conveyed in the transition of teaching. However, the current teaching situation shows that there is a certain disconnection in teaching transition of middle and high school The fact that middle school teachers are not familiar with high school textbooks, as well as high school teachers showing poor understanding of middle school knowledge, resulting in inaccuracy of difficulty, depth and extent by both sides when teaching concepts.This thesis starts with50important concepts from compulsory education curriculum standard, and analyzes the connotation, denotation and specific facts of concepts. At the meantime, comparing similar concepts of middle and high school, these concepts are categorized as deepening, expanding and invariability, in the connotation and denotation. In these three kinds of concepts of transition, two examples are given in this paper, analyzing characteristics of each category specifically. On the basis of above analysis, methods referring to different characteristics of transition are put forward, in order to help teachers with better grasp on difficulty, depth and breadth of similar concepts when teaching.