The Present Situation And Strategy Research On The Concept Teaching Of High School Biology Under The Background Of Key Competences

The term “key competences” was first proposed in the “Opinions on Comprehensively Deepening the Curriculum Reform and Implementing the Fundamental Tasks of Li De Shu Ren”(hereinafter referred to as the “Opinions”)issued in March 2014.After that,“key competences” has become the research hotspot in the field of education,and the cultivation of key competences has become the value orientation of the new round of curriculum reform.In 2017,the "General Senior High School Biology Curriculum Standards" was officially released,which proposed the key competences of biology disciplines consisting of life concepts,scientific thinking,scientific inquiry,and social responsibility.The cultivation of biological key competences is inseparable from the teaching of biology classroom,and conceptual teaching is one of the important ways to implement the key competences of biology.Conceptual teaching based on key competences emphasizes the organization of teaching around the key concept,or helps the students to construct the key competences of the subject through the teaching of general concepts,revealing the life concepts behind the concept,and understanding the essence of the subject.Therefore,through the research and analysis of related literatures,this paper designs related questionnaires to investigate the current situation of high school biology concept teaching,in order to analyze the existing problems in current concept teaching.And puts forward the strategy of high school biology concept teaching,in order to better serve the high school biology teachers in practical teaching,providing theoretical and practical reference for cultivating students' key competences.This article is divided into five parts,the main contents are as follows:The first part is the presentation of the problem.It mainly introduces the background of the research,and summarizes the research status at home and abroad on the basis of literature analysis,and explains the purpose,significance,ideas and methods of the research.The second part is a theoretical overview.Firstly,the related concepts of research are defined,and then the theoretical basis of concept teaching is emphasized,including cognition-structural theory,conceptual transformation theory,conceptual assimilation theory and constructivist learning theory.The third part is the investigation of the status quo of high school biology concept teaching.The author takes some teachers and students from three high schools in Jining as the main research sample,and uses the questionnaire survey to study the implementation status of high school biology concept teaching under the key competences.The survey found that there are still some problems in concept teaching: on the teacher side,teachers' understanding of concept teaching under the new vision is not comprehensive,key competences is not in place;teachers lack the overall grasp of the core concept system of biology curriculum;concept explains textualization,neglects the formation process of concepts;concept teaching has a strong purpose and neglects the ability of students to develop.On the student side,the ability of independent inquiry is weak;lack of methodological guidance for conceptual learning;lack of problem-solving skills.The fourth part is the strategy construction of high school biology concept teaching.Aiming at some shortcomings in the teaching of high school biology concepts,this paper proposes strategies for teaching biological concepts,namely,studying the curriculum standards,organizing teaching around big concepts;analyzing teaching materials,constructing a conceptual knowledge system;carefully designing the teaching process,and cultivating the key competences of students,and design teaching case to demonstrate the teaching optimization strategy.The fifth part is the conclusion and outlook.This study is summarized,and the future research is also prospected.