The Application Of Variation To Biology Concept Teaching In Junior High School

The emphasis on the study of the vital concept of biology is the requirement of curriculum standards of biology for compulsory education.The curriculum standard emphasizes the cultivation of students' ability to understand and build biological systems.In the teaching of biological concepts,how to train students' rational thinking and key competencies through imparting knowledge are issues that many teachers are intensively exploring.Variants start from the connotation and denotation of concepts,create different problem situations,questioning perspectives and manifestations in order to make the non-essential nature of things change and keep the nature of things the same,so that students will build their ability to summarize the nature of things in different problem situations.Therefore,to study how biologists use variants for conceptual teaching is of great significance to understand the nature of concepts,enhance the level of conceptual teaching,and increase students' interest in learning biology.The research was conducted mainly on the use of teacher questionnaires and classroom observation of high-quality classes in order to understand the current status of teachers' attitudes and perspectives on the application of variants in junior high school biology concept teaching,and then to analyze the application strategies of variants on the concept teaching of biology in junior high school as well as present the highlights in classroom observationQuestionnaires and classroom observations have been conducted on some of the biology teachers in the Zhifu district and Development Area in Yan Tai city.The results of the research shows: Firstly,most teachers value the teaching of concept and recognize it as an important part of the teaching process.Therefore,the frequency of conceptual teaching is relatively high;Second,most teachers hold positive attitudes towards the role of variants in the teaching of concepts,and a small number of teachers are consciously using variants in the concept teaching process;Third,teachers' application level of variants needs to be improved,and the practical operation of variants in conceptual teaching is poor;Fourth,some teachers lack the theoretical understanding of variants;In the end,it is necessary to strengthen the control of the factors that influence the implementation of variants.In light of the actual situation in the survey and based on the analysis of the features of biology courses and the characteristics of biological concepts,adhering to quality education and fostering scientific thinking,the application of variants in the teaching of junior high school biology concepts was proposed.It mainly includes four aspects which are situational variants,conceptual connotations and extensional variants,discriminating and analyzing variants and positive examples,and counterexample variable strategies.Situational variant means that teachers need to create some vivid teaching situations that are close to the actual life in the process of concept teaching in order to stimulate students' interest in learning new concepts,and then present the biological concepts in their minds.The variants of the connotation and denotation of concept are mainly on the key features of the concepts.The conceptual differentiation variant is to distinguish the concepts that are confusing and clarify the differences and connections between them.Conceptual teaching uses the positive examples to demonstrate the nature of the concept,and then reverses the analysis through anti-statutory variants to expand the concept extension.Finally,based on the variants,we selected the lesson “Ecosystem of Environment and Environment” to design lesson examples and demonstrate the application of variant strategies in the concept teaching.