Research On Biology Concept Teaching In Senior High School Based On POEC Teaching Strategy

Concept is the most concise generalization of the essential attributes of things.Biological concepts reflect the essential characteristics of biological related events and phenomena,and constitute the backbone of biological knowledge.Biology education must guide students to stand in the overall perspective,aggregate fragmented information,form conceptual understanding and build a scientific biological concept system.In classroom teaching,selecting appropriate teaching strategies will make teachers’ concept teaching activities achieve twice the result with half the effort.Therefore,this study attempts to introduce POEC（Predict-Observe-Explain-Compare）teaching strategy into senior high school biology classroom teaching,and explore its practical effect in concept teaching,in order to provide new ideas for front-line biology teachers’ concept teaching.Based on the existing theoretical basis,this paper used educational research methods such as literature research,case study,experimental research and questionnaire survey.The full text includes three parts: theoretical research,practical research and result analysis.In terms of theoretical research,this paper used the literature research method to analyze the necessity of applying POEC teaching strategy to biology concept teaching in senior high school,combed the research progress related to the subject at home and abroad,and analyzed and defined the basic connotation and teaching procedure of POEC teaching strategy and concept teaching.On this basis,the internal relationship between the two is determined to provide strong theoretical support for the smooth development of the research.In order to fully verify the effect of POEC teaching strategy on senior high school students’ concept learning,a teaching practice research was carried out in senior one.Firstly,it analyzed the concept carry process in the “molecule and cell” module,selected and designed teaching cases,and modified and improved them in combination with the feedback of front-line teachers and experts.The teaching practice process referred to the basic program and design mode of the experimental research method,divided the research objects,and determined the experimental group and the control group.After the completion of the teaching case,the concept test questionnaire was issued,and the overall feelings of the students in the experimental class on the POEC teaching strategy were collected through the questionnaire survey method.The result analysis part mainly used spss25.0 analysis software summarized and analyzed the data to determine the concept teaching effect of POEC teaching strategy.By analyzing the research results,the following conclusions are drawn: Firstly,it clarifies the internal relationship between POEC teaching strategy and concept teaching,and defines the feasibility of the research from the theoretical level;Second,POEC teaching strategy can improve the effect of concept teaching to a certain extent;Thirdly,POEC teaching strategy is conducive to improving students’ learning effect;Fourth,POEC teaching strategy can trigger students’ interest in biology learning.At the same time,based on the research results and combined with their own teaching practice,put forward teaching implementation suggestions: Firstly,when using POEC teaching strategy for concept teaching,we should grasp the use content and clarify the use scope;Second,when using POEC teaching strategy to promote concept formation,we should locate the pre-science conception and complete the concept transformation;Third,when using the POEC teaching strategy to organize teaching activities,we should pay attention to the classroom rhythm and coordinate the teaching time.