A Practical Study On The Core Knowledge In The High School Biology Teaching Design

The successful implementation of the core knowledge courses has important influence on the education in the last century. However, there are some deficiencies in Chinese high school biology teaching design, such as low classroom efficiency, too much classroom redundant knowledge, and paying much more attention to classroom performance. The contradiction that high school biology teaching content is too much but class hour is too little has been existing for a long time, which brings great pressure to high school biology teaching. In order to search the core knowledge theory, the core knowledge features, and the effective teaching strategy, and the core knowledge teaching design, this topic is analyzed and discussed.The first part of this paper describes the research background, purpose and significance, analyzes the relation and distinction between teaching emphases and teaching difficulties, core concepts and core knowledge, and represents the research methods:literature research, the case method, statistical, questionnaire survey, experimental. The second part is the theoretical basis on the core knowledge, including the attention theory, philosophical basis and effective teaching theory. The third part is the division of core knowledge of high school biology. The main features of core knowledge of high school biology include guidance, nature, relevance and functionality. And the division principle includes overarching principle, the essential principle, relevant principle, functional principle and comprehensive principle. By the way of giving the questionaire survey of core knowledge to 47 teachers, who are excellent in teaching senior biology, the result indicates that there are 11 points of the core knowledge from Unit4 to Unit 6 in module 1, by Senir Biology for China Student’s Book. The fourth part is the practical research on the core knowledge in high school biology teaching design. The author puts forward core knowledge teaching strategies including construction strategy, teaching strategy of scientific history discovery, focus adjustment strategy, timely consolidation strategy, etc. The author also makes an analysis of two cases based on core knowledge teaching, one is "the transport way of material transmembrane", and the other is "cell proliferation". The questionnaire data of students’emotional attitudes and values in the experimental group and control group and 15 testes’results are analyzed by Microsoft Excel 2003 and SPSS 20.0. The fifth part is the conclusion, reflection and advice. The results show no significant difference between the experimental and controlgroups of normal operation results. Core knowledge of teaching not only can improve students’overall test scores, but also has no bad effect on emotional attitudes and values. Core knowledge teaching is a kind of effective teaching strategy with strong operability, which has certain pertinence and practicability. Core knowledge teaching can save the teaching time, which makes the students have more time for cognitive activities.