A Practical Study On The Advanced Teaching Of Genetic Concept Learning In High School Biology Based On The Interface Between Junior High School And Senior High School

In recent years,with the promulgation of the 2017 edition of the 2020 revised general high school biology curriculum standards and the 2022 edition of the compulsory education biology curriculum standards,the new curriculum reform oriented to the development of students’ core literacy has been gradually implemented.The new curriculum proposes "taking the major concepts of disciplines as the core and structuring the curriculum content," selecting teaching materials meticulously,focusing on several key concepts and notions,ensuring the scientificity and effectiveness of teaching implementation,and forming a teaching guiding principle of "less is more." How to understand the big concepts and how to develop students’ core literacy based on the big concepts is an important issue that needs to be solved in the current theoretical research and practical exploration of high school biology education.The teaching content of genetic topics has always been a difficult area and a major differentiation point for high school students learning biology.Therefore,this study takes the connection between the conceptual learning of genetic themes in middle school and high school biology as the starting point,and uses learning progressions to conduct teaching design as well as teaching practice research.The author investigated the conceptual teaching practices of biology teachers in two high schools in Panzhihua based on the interface between junior and senior high schools,the pre-conceptual concerns for students,and the cognitive attitudes toward teaching concepts at the junior high school interface.In this study,we designed a preconcept test on the topic of genetic inheritance in high school biology,and based on the test results,we designed a concept learning progression on the topic."Mendel’s pea hybridization experiment(I)," "meiosis and fertilization," "genes on chromosomes," and "genes are DNA fragments with genetic effects" were analyzed for teaching practice and effectiveness evaluation.The study revealed that the participating high school biology teachers lacked an overall grasp and understanding of the content of related topics in junior high school.The middle school biology genetic topic test paper based on learning progression and SOLO classification theory can better explore high school students’ preconceptions about genetic topics.The learning progression of high school biology concepts based on the junior high school interface is conducive to students’ better grasp and understanding of core concepts and the formation of big concepts.