Biology is a science that studies life phenomena and the laws of life activities, and its basic principles are based on biological concepts. Therefore, the concept of biology is an important part of junior high school biology knowledge, and it is an accurate and essential exposition of biological morphological structure, physiological characteristics and even life phenomena, principles and laws. Biological concept is the most basic language expression and thinking unit in the field of biology. Learning biological concepts is the most basic type of meaningful learning, and mastering biological concepts is a necessary prerequisite for students to learn biology, understand life phenomena and their activities, solve problems and even create; The key to learning biological science well lies in understanding biological concepts. Some changes have taken place in the new curriculum standards, among which the most important point is to attach great importance to the teaching of important concepts. "Important concepts and core knowledge will build students' knowledge system, pay attention to the expression of concepts and so on. "

Modern cognitive psychologists believe that the concept is the product of the human brain's thinking processing and transformation of perceptual materials from the outside to the inside on the basis of feeling, perception and representation, from the rough to the fine, from the false to the true. Concept is the basic form of rational thinking and the basic element of judgment and reasoning. Only when people form the concept of things can they form the judgment of things and the reasoning process of their development and changes.

Our school is located in the suburbs. The school is a rural middle school. The overall quality of students is not high, and students' interest in learning biology is not high. Therefore, we should promote the classroom reform mode of "12 1" in our school. Therefore, teachers should accurately grasp the curriculum standards and use teaching materials reasonably; There are also difficulties in the teaching strategies of biological concepts. Therefore, the problem of how to teach the concept of biology in junior high school is highlighted. There are many biological concepts in junior high school, which makes it difficult for students to learn, remember and master. When studying biology, students generally feel that "it is easy to understand in class and easy to forget after class". Based on this, it is necessary to study the strategy of concept teaching. The purpose is to improve the teaching ability of biology teachers, which is more conducive to activating students' thinking, improving classroom efficiency and improving students' academic performance.

Second, the purpose and significance of the study

Summarize the teaching experience of junior high school biology concept and improve the teaching level of biology. Enlighten the wisdom of education, improve the quality of education, improve teachers' "teaching", stimulate students' "learning", deepen their understanding of concepts and improve their ability to use concepts. The purpose is to improve the teaching ability of biology teachers, which is more conducive to activating students' thinking, improving classroom efficiency and improving students' academic performance. Guide teachers to seriously study the concept of basic education curriculum reform and relevant educational theories of effective teaching, guide teachers' teaching practice with educational theories, and solve the following problems in the implementation of curriculum reform: 1, and summarize the concepts in the four books. 2. Actively participate in collective lesson preparation, attend lectures and evaluate lessons, practice more, and be good at summarizing and writing teaching essays. Strengthen the sharing and communication of resources and improve the overall concept teaching level of biology teachers. 3. Explore the classroom teaching mode of concept teaching, and initially establish the practical system of concept teaching strategies.

Third, the theoretical hypothesis of the research.

Through the research of this topic, we can implement the new curriculum concept in teaching practice, thus improving the professional level of teachers' concept teaching, activating students' thinking, improving classroom efficiency and improving students' academic performance.

Fourth, the principle of research.

The research of this topic is mainly to explore the strategies of biological concept teaching in junior high school. Based on the above requirements, the research of this topic should follow the following principles:

1, implement the principle of intuition: according to the needs of teaching activities, let students directly perceive the learning object. In teaching, students mainly learn the experience of predecessors, that is, book knowledge. There is no doubt about the authenticity of these book knowledge, but there is a considerable gap between them and students' life and their own personal experience, and some of them are even completely unfamiliar. However, people's understanding always rises from perceptual to rational, from concrete to abstract. Without the foundation and support of perceptual knowledge and concrete image, it is impossible to truly master pure theoretical knowledge. Because of the objective distance between book knowledge and students, students will inevitably encounter various difficulties and obstacles in the process of learning and understanding. The significance of intuition principle lies in overcoming these difficulties and obstacles, and helping students master unfamiliar conceptual knowledge by providing them with direct experience or using existing experience.

2. Carry out the systematic principle (step by step principle): it means that teaching activities should be carried out continuously, coherently and systematically. This principle is put forward to deal with the complex relationship among the order of teaching activities, the system of subject courses, the system of scientific theories and the law of students' development. Generally speaking, the subject curriculum system and the law of students' physical and mental development are the most important, and the order of teaching activities must be based on these two aspects and carried out continuously and coherently according to their requirements. At the same time, teachers should also understand the development and changes of scientific theory itself as the basis of curriculum, so as to arrange and handle teaching more consciously and make the order of concept teaching activities more scientific and reasonable.

3. Implement the principle of combining theory with practice: This teaching principle means that teaching activities must adhere to the combination and unity of theory and practice, analyze practice with theory, and verify theory with practice, so that students can understand and master knowledge from the combination of theory and practice, and learn to use conceptual knowledge in the process of this combination.

4. Teacher-student cooperation principle: This teaching principle mainly refers to that in teaching activities, teachers should fully mobilize students' enthusiasm and initiative while giving full play to their own roles, so that the teaching process is really in a state of cooperation and mutual promotion between teachers and students. Its essence is to deal with the relationship between teachers and students, teaching and learning.

V. Research object

Students of grade 20 14 and all students of grade 20 13 in our school. (including teachers' classroom concept teaching and students' academic performance feedback. )

Sixth, the content of the study.

Specific and effective implementation methods of biological concept teaching in junior middle school. The last class, the seventh grade volume, the eighth grade volume, a class of classroom concept teaching. (1, teaching design 2, concrete implementation process of classroom concept teaching 3, feedback of students' classroom performance 4, strategic communication)

VII. Research objectives

1. Through the research of this topic, the problem of students' fear of learning is changed.

2. Through the research of this topic, it will further promote the implementation of curriculum reform and make it a kind of consciousness for teachers to implement curriculum standards.

3. Initially form the strategy of biology concept teaching in junior middle school.

4. Improve students' academic performance and improve the effectiveness of the classroom.

Eight, research methods

1, accumulation method: accumulate the concepts in the four books and the teacher's strategy summary in concept teaching, and use and refine them.

2. Literature method: find and read relevant literature, edit the accumulation of researchers into a book, learn and practice while accumulating, and improve the accumulation level.

3. Comparative research method: compare the concept lessons of different teachers in the same period, find out the gaps and shortcomings, and compare the lessons of the same teacher in different periods to prove the effectiveness of the research and make teachers more motivated and confident.

4. Action research method: it mainly focuses on teachers' collective lesson preparation, classroom teaching organization, class attendance and evaluation, guidance and guidance of students' concept learning, feedback of learning effect, and the implementation of operational strategies.

Nine, the division of labor and responsibility of researchers in the research group

Project host: Yan Tianyou is responsible for organizing and coordinating the project work, and Xiong Jinlong assists the team leader in organizing the biology teacher to do the project work.

Project implementer: Zhang, Zhang is responsible for collecting biological concepts in junior high school biology textbooks and paying attention to the problems and countermeasures in concept teaching.

X. Steps of Research (Three Stages)

Preparatory stage: strengthen the project demonstration of biological concept teaching, and extract students' performance statistics related to concepts from the final exam of biology in 20 1 1 autumn.

Implementation stage: statistics of concepts in various teaching materials, discussion of concept teaching strategies, and analysis of examination and paper results. Reflect on the research, write a reflection paper on concept teaching, and form a case set of junior high school biology concept teaching.

Summary stage: summarize the research data, including classroom teaching cases, teachers' research papers and writing research reports.

XI. Forms of research results

1. Accumulate the concepts in four textbooks.

2. Research reports and teachers' conceptual teaching papers.

3. The teaching mode of biological concept has taken shape.

Twelve. Guarantee conditions for completing the project

1. The participants in this project have a strong desire to improve the concept teaching ability, a young team and a high academic level, which ensures the scientific nature of the research and improves the quality of the research.

2. Although the school economy is not rich, it can meet the needs of scientific research first.

3, a total of six months, at least 20 teaching weeks, one hour a week to focus on research, time is guaranteed.

4. The school regards the research-oriented school and research school as the top priority of the school, and the leading teachers attach great importance to this work.