The Teaching Practical Study Of Core Concepts On High School Biology

High school biology curriculum is a relatively abstract basic subject in the field of high school learning.It pursues "less and more refined" in curriculum design and implementation.It compresses and refines important contents to form core concepts of biology,which makes some core concepts appear more abstract,while students often have some difficulties in learning complex abstract concepts.The research puts forward the "Practical Research on Biology Core Concept Teaching in Senior High School",expecting that this study can provide some theoretical basis and reference basis for the majority of biology teachers in the core concept teaching.In this study,the core concepts were determined first,and the results were compiled into questionnaires to 40 front-line biology teachers from 4 high schools in Guangzhou.The results showed that 24 core concepts were selected in the "Molecule and Cell" edition of the People’s Education Edition,and 10 core concepts were difficult to understand.In view of the difficult understanding of the core concepts,this study proposes the classroom teaching mode of "creating situations to stimulate learning interest;identifying problems;forming core concepts;summarizing and extending core concepts;using migration to apply concepts".For different core concepts,it mainly adopts visualization teaching strategy,situational creation teaching strategy and science history teaching strategy,with two in the first grade of senior high school.Class students with similar basic conditions are taken as experimental objects to carry out practical teaching.Through the questionnaires on the teaching effect of Biology Core Concepts in senior high school and the academic achievements of three staged examinations,the correct rate of the students in experimental class before and after the experiment teaching was compared,and the effect of teaching practice was understood through interviews with peer teachers.Teaching practice shows that the core concept teaching activities carried out in this study can improve students’ attitudes towards learning biology,their enthusiasm for learning biology and their self-evaluation.To a certain extent,it can also improve students’ interest in learning,but the degree of improvement is not very obvious,which shows that to cultivate students’ interest in biology is not achieved overnight,it requires teachers to cultivate for a long time.From the comparative analysis of the results of the first monthly examination,the mid-term examination and the final examination of the two experimental classes,we can see that before the teaching of core concepts,the students of the two experimental classes ranked behind in the comprehensive ranking of biology,but after three months’ teaching of core concepts,the results of the first monthly examination were taken as the basic reference object.In the mid-term and final examination,the students of the two experimental classes ranked behind in the comprehensive ranking of biology.The comprehensive ranking of biology has been greatly improved,and the average score,passing rate and excellent rate have been improved to a certain extent;and through the analysis of the correct rate of the biology concept related questions of the experimental class students before and after the experiment,after the core concept teaching,the correct rate of the biology concept related questions of the two experimental classes students has increased by more than 20%;This shows that in the first grade,the correct rate of the biology concept related questions has been improved by more than 20%.The core concept teaching can improve students’ biology learning performance.In a word,the teaching of core concepts in senior high school biology in this research is based on the textbooks of senior high school biology teaching press and the research of adopting corresponding teaching strategies in combination with specific core concepts of biology.It also provides some reference for the teaching of core concepts in biology classroom in the future.At the same time,the teaching of Biology Core Concepts in senior high school is a lasting process,which needs more frontline biology teachers’ continuous practice and reflection.