| In 2020,the Ministry of Education promulgated the General High School Biology Curriculum Standards(Revision 2020,2017 Edition).It has changed the previous three-dimensional objectives and proposed and particularly emphasised the objective of "focusing on big concepts in biology",which has greatly increased the importance of teaching concepts and brought the term "concepts" to an unprecedented height.On the other hand,it has become particularly important for teachers to pay attention to the teaching of concepts in the teaching process,which is one of the most important strategies to improve teachers’ teaching skills.In the current state of education in China,improving teachers’ knowledge of concept teaching and developing students’ conceptual learning methods is also a necessary way to deepen the reform of biology teaching and to develop students’ logical thinking skills.In order to be able to improve the quality of teaching biology more effectively,the author uses the textbook selective compulsory two,Biology and the Environment,as the main research material.Throughout the research process,firstly,by reviewing literature and journals,I tried to understand as widely as possible the current status of teaching research on the concept teaching of high school biology and other subjects in different grades in various regions,to sort out and summarise the content of the textbook,and to collate the knowledge chapters of the textbook that are more suitable for concept teaching.In order to make the research more effectively applied to the actual teaching process,we selected secondary school teachers and students in the Mudanjiang region,designed questions related to concept teaching,and summarised and analysed the results of their questionnaires and interviews.According to the results of the study,it was concluded that the main problems of concept teaching in high school biology at this stage are: the theoretical knowledge of concept teaching is not understood deeply enough,concept teaching does not account for a large proportion of the whole teaching process compared to traditional teaching methods,and it is difficult for teachers to apply concept teaching to their daily teaching activities.In addition,students do not learn more in-depth knowledge through concept teaching in the learning process,which means that the practical application effect does not meet expectations.In response to these problems,strategies are proposed to improve the teaching of concepts in biology,i.e.to strengthen teachers’ learning of theories related to concept teaching as much as possible;to study the curriculum,organise relevant teaching activities based on big concepts and normalise concept teaching;to improve the novelty and innovation of concept learning,etc.,and to use different levels of concepts to build a complete concept teaching system,so as to form a systematic knowledge vein. |
