The Study Of Core Concept And Teaching Strategies In High School Biology

Biology core concept is a kind of conceptual knowledge, which plays a dominant lead role in the biological knowledge of secondary school even the whole biology. When studying biology knowledge, teachers and students have seized the initiative of high school biological teaching if they grasp the core concept, and have kept the essence of biology in mind. However, the real condition of biology core concept teaching is not as good as ideal, due to various reasons. In order to find the crux of the problem and resolve it, this study conducted a reaserch of core concept and its teaching strategies, so as to provide a reference for the realization of the best parts of effective teaching biology.This paper is divided into six chapters. In the first chapter, the background of the topic, the content and significance of this study are included. According to the existing literatures, overview the research status of core concepts and teaching strategies, and define the main concepts. The second chapter is a basis of practice research by the oretical overview of the core concepts of teaching. The chapter is an analysis of exsiting problems in the learning process of biological core concepts, is a core part of this paper, including two aspects: on one hand, discriminating the core concepts through literature analysis and expert interviews, figuring out the affiliated concept of core concept, and quantitative describing the difficulty of core concept. On the other hand, four kinds of difficulties, which are students will face when learning core concept, are summed up. They are not understanding the connotation and extension of core concepts, lacking knowledge of the process of birth of core concepts, influenced by former science concept, and lacking of perceptual knowledge of core concepts. The fourth chapter describers four kinds of teaching strategies of high school biology core concepts to resolve the four difficulties students meet by literature analysis. To solve the core problem of the conceptual level, teacher can use the concept maps strategies. To solve the generation problems of concepts, teacher can use the history of science history. Teacher can use cognitive conflict strategy to realize conceptual change. Teacher can use the fact-creating strategies to promote perceptual knowledge. The fifth chapter does an experimental research of four kinds of teaching strategies. According to the research, the effect of teaching improve significantly when using these strategies on a natural situation. Combining the concept map strategy, science history strategy, cognitive conflict strategy, and fact-creating strategy together in the teaching core concept have a effective affects, especially has a significant effect in improving secondary students’ and underachievers’ achievement, as well as to help students solve problems and challenges of mid-range effect is remarkable. The sisth chapter analyzes shortcomings of this study and next work steps are discussed on the basis of integrating all the research process.