Research On Optimization Of High School Biology Teaching Design Based On Concept Teaching

The "General High School Biology Curriculum Standard(2017 Edition,2020 Revision)"(hereinafter referred to as "Course Standard")has repeatedly emphasized that concepts are the basis for forming core literacy.Therefore,strengthening the research on the teaching of biological concepts in high school and optimizing the teaching of biological concepts in high school is a major trend in line with the current high school biology teaching.To this end,the author conducts research.First,use the literature method to summarize and analyze the research status of concept teaching and teaching design at home and abroad,define the core concepts,and understand the theoretical basis.Secondly,using the classroom observation method and the conversation method to study the current situation of high school biology concept teaching,the analysis shows that the implementation of concept teaching has the following problems: 1.Teachers do not have a deep understanding of biological concepts and concept teaching;2.There are problems in the implementation of concept teaching Deviation;3.Students have misunderstandings about biological concepts.This paper puts forward corresponding suggestions for the above problems as follows: 1.Strengthen teachers' learning of concept teaching theory;2.Optimizing the implementation of concept teaching;3.Optimizing students' cognition of biological concepts.Finally,in view of how to optimize the implementation of high school biology concept teaching,use case analysis method to screen excellent cases of high school biology concept teaching and analyze,and get the strategy of optimizing high school biology concept teaching design: 1.Sort out concepts based on the logical relationship between concepts Structure system;2.Help high school students construct important biological concepts based on the leading role of big concepts;3.Select appropriate concept teaching strategies based on the determination of class-hour concepts,including 9strategies such as concept map strategy,situation creation strategy and problem-driven strategy.And using the above strategies,two high school biology concept teaching cases were designed,and one of them was selected for implementation.After multiple evaluations,it was determined that the teaching design achieved good results,and its effectiveness was verified.Through the research on the concept teaching of biology in high school,this paper analyzes the existing problems and provides optimization strategies,hoping to play a reference role for the front-line teachers of biology in high school,and then promote the implementation of concept teaching.