Research On The Core Concept Teaching Of The Theme Of "cell Life Course" Based On Advanced Learning

At present,China is facing the general trend of reforming our College Entrance Examination,with the promulgation of 2017 edition of senior high school biology curriculum standard,which brings new opportunities and challenges to senior high school biology teaching.The basic idea of the new curriculum standard emphasizes the principle of focusing on the big concept,curriculum design and implementation in pursuit of "less but better".The concept is a high degree of generalization and summary of the facts of each subject,and it is the core idea of students' thinking process of learning relevant knowledge.In this study,"the life course of cells" was defined as the research topic,and the advanced conceptual learning framework of the topic was constructed.First of all,through literature review,this paper studies the theoretical basis and concept definition of "core concept" and " learning progression".On this basis,eight important concepts under the theme of "the life course of cells" are extracted,including cell cycle,mitosis,cell differentiation,fineness,Cell totipotency,cell aging,cell apoptosis,cell necrosis and cell canceration by studying the relevant contents of the science curriculum standard in compulsory education stage,the new curriculum standard of senior high school biology,examination instructions and other documents,as well as the analysis of the junior high school science textbook in Zhejiang Province and the required senior high school biology textbook in Zhejiang Science Edition.These eight important concepts are divided into five dimensions: cell division,cell differentiation,cell aging,cell death and cell canceration.Each dimension is set with five achievement levels to complete advanced learning preset.In order to make the logical relationship between concepts clearer,this part of the concept structure chart and mind map are drawn with the help of x-mind.In order to modify the presupposition of learning progression,the practical research under the selected topic is carried out.The main practical research work includes the design and preparation of pretest and post test questionnaires,the implementation of questionnaire survey on the research samples,the statistics and analysis of the questionnaire results with the help of the Spss,and based on the analysis results,the presupposition of learning progression is modified and improved.Among them,the pretest survey was carried out before the implementation of the concept teaching of the subject,and the statistical results were analyzed according to five dimensions.Starting from the three levels of the achievement of the passing level of the middle school entrance examination,the advanced knowledge understanding in advance in high school and the wrong pre scientific concept,the starting point of thepresupposition of learning progression was modified.The post-test questionnaire was carried out after the concept teaching in the fourth chapter of compulsory one The statistical results start from the achievement of the advanced end point of five dimensions and the fallible concept,and modify each achievement level of the advanced learning.At the same time,the post test questionnaire also tests the effect of implementing the concept teaching,and adjusts the teaching design.The teaching design of four class hours under the theme of "the life course of cells" proposed by this research institute focuses on the core concepts,adopts 5E Teaching mode,Advance organizer policy,problem string teaching,intuitive teaching,building mind map and other forms to cultivate students' core literacy.Based on classroom teaching feedback,statistical analysis of investigation and research results,as well as front-line teachers' listening suggestions,adjust the teaching design,and pay attention to students' awareness of the key and difficult points and the thinking of knowledge errors reflected in the post test are combined with the mathematical model to promote understanding and social life to inspire imagination.Through the development of this study,it reflects the two-way supporting role of theoretical analysis and practical research in proposing advanced learning.The formation of teaching design really needs to be based on advanced learning,and always keep in mind the core concepts.In addition,in the development process of evaluation tools,we should not only pay attention to the authoritative test questions,but also adjust and modify them according to the learning situation.