| "Ordinary High School Biology Curriculum Standards(experimental)" put forward in 2003 clearly promulgated the requirements that focus should be on making students learn biology based on real life and advocating students to understand deeply the core concepts of biology in the process of solving practical problems. Biology core concepts teaching has been clearly proposed, and it needs all of the biology teachers pay more attention to. We should make students understand and master the core concept correctly, and help them establish the core concept system, which has become a major objective of the biology teaching in high school. Based on sorting predecessors' research achievements, the article combines theories on core concept teaching with biological teaching characteristics, practise and explorate different teaching strategies around "Molecular and Cellular" of high school biology, explain and prove the theory through high school Biology teaching cases and examples, and rethink and summarize the teaching process, through the article I hope to offer some reasonable suggestions for biology teaching and provide some practical reference for optimizing high school biology classroom teaching.Four parallel classes were chosen in high school in No.5 Middle School in Wulateqianqi, Inner Mongolia to attend the applying research, in which the module of "Molecular and Cellular" was an example for application of the core concepts of high school biology teaching strategies. The module of "Molecular and Cellular" Core Concepts Cells was established through the interrview and survey, and meanwhile general concepts supporting the core concept and biological facts wered combed., and classroom teaching practice research with exploring teaching strategies of comparison, concept maps, history of science, models and cooperation and exploration is done, which combed the resources of the history of science, model, exploration activities and experimen in the text books,and showed some teaching cases of different teaching strategies and some students' work. some of the issues during the teaching practice were reflected and summarized and relevant proposals were put up forward. Before and after the practice reach, the survey questionnaire of student interest in learning, students' self-learning ability, the ability of reflection and innovation were separately fished. Besides, four student test scores were counted by statistical analysis. and at the end of practice teaching, the effect of core concept of teaching strategies were surveyed by questionnaire. By comparison of the results of pre-test and post-test of the questionnaire and student test paper appearance and scores, the findings was that the students were from the four classes whose interest in learning high school biology improved obivousily. Theri average score rose to 31.68 from 28.22.(P <0.05). Students' ability of self-learning, reflection,and innovation had been improved significantly. The average scoring rose to 24.63 from 17.74(P <0.05). The average passing rate of the four classes rose to approximately 44.55% of the final exam from 31.82% of the first monthly exam, which is an significant increase(P <0.05). The questionnaire of core concept teaching effect showed that 81.78% students really like or prefer the teachers' teaching strategies and teaching methods.The results show that the usage of right practice with teaching teaching strategies on the core concept can cultivate students 'interest in learning, improve the students' ability of self-learning, rethinking and enhance their sense of innovation and problem-solving ability. At the same time, the study suggest that the core concept teaching is a persistent process, which requires all practical teachers to practice and improve Continually. |
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