Research On Current Situation And Strategies Of High School Biology Teaching

The core concept of biology,as the basic unit of biological discipline thinking,is the basic unit that forms the knowledge of biological disciplines.Numerous biological concepts and the I nterrelationships among the concepts construct a structural system of biological discipline knowledge.The links established between the concepts constitute the biological rules.Therefore,the teaching of biological concepts is the main content of biology teaching in middle schools.Students’ learning effects on concepts will directly affect their learning effect on biology.Therefore,the topic of "Status and Strategy Research of High School Biology Concept Teaching" was selected.discusses concepts related to concept and concept transition through literature review,Using the classroom observation method,questionnaire survey method,and interview method,the status quo of the concept teaching of high school and second grade biology teachers in the Handan Experimental High School was studied.Survey;elects high 2 and two parallel classes for grouping experiments,and adopts core concept centered teaching strategies(simulating experimental teaching strategies,problem situation teaching strategies,and conceptual map teaching Strategies)Conduct teaching and test the effectiveness of the teaching through pre-and post-test papers.Research conclusions:(1)Some experienced teachers have done well through longterm teaching practice in the use of conceptual teaching methods,such as analogy,induction,mind mapping,etc.;but they cannot be used at the theoretical level.Methods are summarized and summarized so that the relevant teaching methods cannot be universally promoted in teaching.For the new teacher,they have a certain understanding of the concept of teaching but there are still many problems in the specific practice.(2)The basic level of senior high school students and senior high school students in the Experimental Senior High School is normal.Usually,the learning effect of the biological concept is not very satisfactory.(3)Through the implementation of the core concept teaching strategy in the chapter“Steady State and Environment",the difference between the grades of the control class and experimental class is limited(P=0.003<0.05).The results show that:in the process of teaching the core concepts of biology,it is feasible to select simulated teaching strategies,problem situation teaching strategies,and conceptual map teaching strategies.This not only improve the students’ academic performance,but also greatly stimulates the students’ Learning interest.