Methodological And Practical Research On The "Concept Teaching" Of High School Biology

The "General High School Biology Curriculum Standards(2017 Edition)" promulgated by the Ministry of Education in 2017 clearly indicates,The basic concept of the high school biology curriculum is based on the core literacy,the content focuses on the big concept,the teaching process is practiced,and the academic evaluation promotes development,The teaching content of high school biology compulsory courses(2 modules)and optional compulsory courses(3 modules)is guided by 10 big concept.The design and implementation of the "17 Edition Standard" pursues the principle of "less and better",the module content of compulsory and selective compulsory courses focuses on the big concept,Allow students to deeply understand and apply important biological concepts and develop core literacy of biology.Therefore,how to organize classroom teaching activities around the "big concept" of biology and help students understand the "big concept" of biology has become an inevitable problem in the current high school biology teaching.This study takes this as a starting point,taking the conceptual transformation theory,Ausubel's conceptual assimilation theory,and conceptual map theory as the theoretical basis for conceptual teaching.According to the four stages of biological concept teaching and the five elements of conceptual teaching,the instructional design is designed as an indicator,The teaching method of concept teaching is used to teach and carry out the teaching of “concept teaching” classroom teaching.Designed to help students form and truly understand biological concepts and effectively improve classroom teaching efficiency,In order to provide some enlightenment and reference for the implementation of "concept teaching" classroom teaching in the future.This paper adopts methods of education,such as literature,observation,and action research.This thesis is divided into seven chapters to discuss the practical research work of "concept teaching" in high school biology.The first chapter clarifies the proposal of this topic,and puts forward the content and method of the research.The second chapter combs the theoretical basis of this topic through the literature method.The third chapter sorts out the related concepts of the concept teaching,the five elements of concept teaching and the basic process of concept teaching through the literature method.The fourth chapter combs the basic method of "concept teaching" of this topic through the literature method.The fifth chapter sorts out the evaluation method of "concept teaching" in this topic through the literature method.The sixth chapter mainly elaborates the practical research of "concept teaching" in high school biology.First of all,according to the "Ordinary High School Biology Curriculum Standards(2017 Edition)" to determine the concept of big concepts,important concepts,sub-positions,Sort out the contents of "concept teaching" and explore the problem of students "learning".Secondly,according to the theoretical basis of the second chapter concept teaching;The third chapter is the five elements of conceptual teaching and the basic process of conceptual teaching;The fourth chapter is the basic method of concept teaching,which is an indicator.The case design of the high school biology compulsory textbook is used to explore the problem of how students learn.Finally,based on the teaching case design,classroom teaching practice and reflection,to explore the problem of how students learn.Taking the three grades of the first grade as the research object,after the implementation of the teaching design,using paper and pencil test and constructing the conceptual model to evaluate the acquisition level of students' "conceptual teaching",it is found that the students understand the biological "concept teaching" and compare them.Well completed the teaching objectives.The seventh chapter draws the research conclusions of this topic.Through the research conclusions,it can be shown that “concept teaching” can effectively help students understand biological concepts and improve classroom teaching efficiency.