Practical Research On Biology Bridging Curriculum In Junior High School Based On Important Concepts

Biology is a subject that studies life phenomena and the law of life activities,which is closely related to human production and life.In particular,the 21st century is an era of life science,which puts forward new requirements for talent training.How to smoothly run through students’ learning has aroused deep thought in the educational circle.Both compulsory education and the new curriculum standard of high school clearly propose to strengthen the connection between school segments.At present,the connection between elementary school and elementary school has been gradually established,and the connection between middle school and high school has become the focus of the current education circle.There is no systematic conclusion on how to carry out the teaching of biology in middle school and high school.At the same time,"content focusing on big concepts" is the philosophy of biology curriculum,and the teaching of biology in junior and senior high schools is centered on concepts.Therefore,the author starts with important concepts,analyzes and summarizes the bridging points between junior and senior high school biology,and tries to explore appropriate teaching strategies and methods for junior and senior high school biology bridging courses through teaching practice.Through the analysis of relevant literature and curriculum standards,this study sorted out the important concepts of middle and high school,and summarized the connecting points of the important concepts of each learning section in terms of academic requirements and teaching activities.The cohesive content in the corresponding textbook is mined according to the cohesive points sorted out,and the cohesive content is presented in the form of a table for the reference of front-line teachers.A questionnaire survey was conducted among biology teachers and students,and several high school biology teachers were interviewed to grasp the status quo of bridging courses.Combined with the investigation results of the status quo of key concept bridging points and biology bridging courses,the crux of biology bridging courses in junior high school and senior high school was found,and corresponding countermeasures were given.Taking two classes of a high school in Shihezi City as practice objects,the teaching effect of carrying out biology bridging courses of important concepts in junior high school was studied,and feasible bridging courses teaching methods and strategies were explored.Through analysis,investigation and teaching practice,this study finally draws the following conclusions:(1)Through comparative analysis of the new curriculum standards and new textbooks,it is found that the compilation of textbooks and the content of curriculum standards in junior and senior high school biology are directly linked,and there are many connecting points.This study lists the bridging points in curriculum standards and textbooks in the form of tables,providing materials for front-line teachers’teaching and students’ learning.(2)Through the analysis of the questionnaire survey results,it is found that teachers and students have a positive attitude towards the implementation of the middle and high school bridging course,and both believe that this course plays a great role in helping students understand knowledge and forming a complete knowledge framework.This course has a good background,and the key is to solve the problem of tight biology class.(3)Through teaching practice,the author developed the teaching strategy of carrying out bridging teaching in the form of guidance plan before the unit.Taking the fifth chapter of Molecules and Cells as an example,the author designed the corresponding teaching design,and carried out the teaching according to the teaching design.The pre-test and post-test were conducted on the two classes selected in this study at the end of teaching,and it was found that there were significant differences between the post-test scores and pre-test scores of the experimental class that carried out the course of connecting important concepts in middle and high school.However,there is no significant difference between the control class,so the development of this course is conducive to improving students’ academic performance,teaching efficiency and learning effect.