The Strategy Research Of Junior Middle School Biology Concept Teaching Based On Core Literacy

The Compulsory Education Biology Curriculum Standards(2011 Edition)emphasizes the importance of biological concepts in the course content.In 2014,the Ministry of Education issued the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Tasks of Lide Shuren",and formally proposed the concept of "core literacy",which attracted great attention from the education community.The "Ordinary High School Biology Curriculum Standards(2017 Edition)" has repeatedly emphasized that concepts are the basis for the formation of core literacy.Therefore,it is very necessary to develop the teaching of junior high school biology based on the cultivation of students’ core literacy.First of all,the literature research method is used to sort out the conceptual teaching research literature,define the core concepts,and understand the theoretical basis and the research status at home and abroad.Using observation method and investigation method to study the status quo of junior high school biology concept teaching in Liaoning Province,and using mathematical analysis method to analyze the teacher-student questionnaire,it is concluded that teachers have two problems in the concept teaching: the "course standard" The concept teaching requires incomplete learning and does not have a deep understanding of the concept teaching theory.There are four problems in the implementation of conceptual teaching:(1)the choice of conceptual teaching strategies is not flexible;(2)the enthusiasm of students in biology classrooms is low;(3)students do not have a deep memory of biological concepts;(4)the concept consolidation method is single.Secondly,it proposes relevant training and guidance strategies for the cognitive aspects of teacher concept teaching.In view of the problems existing in the implementation of concept teaching,combined with the case analysis method,the effective concept teaching strategies are as follows:(1)creating situational strategies;(2)"advance organizer" strategy;(3)problem-driven strategy;(4)intuitive Demonstration strategy;(5)inquiry learning strategy;(6)concept map strategy;(7)detection application strategy.Finally,combined with the proposed concept teaching optimization strategy,design two concept teaching cases,select one of the cases for implementation,and give evaluations by experts,front-line teachers and students,and combine classroom testing and self-reflection to finally judge the teaching design.A good implementation effect verified its effectiveness.This paper expects that the research results can be used as a reference for front-line teachers,and thus can better carry out the teaching of biological concepts,so that students can better grasp the biological concepts and improve classroom efficiency.