摘要：把概念教学单独提上议程是因为概念是生物学科的灵魂，学生只有掌握了

摘要：把概念教学单独提上议程是因为概念是生物学科的灵魂，学生只有掌握了生物学中的核心概念才能以此为基点来学习更多的生物学知识。在进行生物核心概念教学中，应转变传统的以教师传授为主要方式的教学策略而是转向以学生为主体，通过引导学生产生学习的兴趣和需要，学生就会主动的学习生物学中的知识概念，构建一套完整的体系。而生物学完整的知识体系的构建又与学生深刻领会生物学的核心概念是分不开的。在21世纪前十几年的初中新课程改革实践中，广大的生物教育工作者的教学策略、教学模式、教学方法等方面都有了非常大的改进。但由于应试教育的影响，课堂中依然存在种种急功近利的教学现象，概念学习中存在的问题使得学生的生物学根基不够扎实，将为后续学习带来困扰。为了凸显生物课堂的高效性，教师应当在引导学生学习生物学概念方面多下功夫。本文选取的角度与以往的生物学核心概念教学有所不同，它是本着以学生为主体，从学生自主获得概念的角度出发，介绍一些有关初中生物核心概念学习的有效策略；本文选取人教版八年级生物下册中核心概念较多较难理解的一章——《生物的遗传与变异》，较为深入的介绍了一些切实可行的策略，从现状分析，到方法应用，到实验测试，再到结果统计与分析，最后到提出注意事项，逻辑合理，层层递进，以期达到初中生物核心概念教学的良好效果。
本文主要有下面六个方面构成:
引言：该项研究工作的目的和价值；国内外已有的文献综述；本研究要解决的问题。
第二章：对概念、核心概念、教学策略等概念进行界定，用以作为概念学习的方法依据。对现行的初中生物新课标实验教科书（人教版）《生物的遗传和变异》中的核心概念进行了梳理和归纳，以期为教师更好地利用有效策略进行核心概念教学提供帮助。
第三章：首先概述了概念获得的原则，紧接着介绍了五种具体的关于初中生物学核心概念自主学习的学习策略。包括：认知加工策略；先行组织者策略；概念图策略；对比联系策略；探究学习策略。
第四章：通过实验研究的具体实施。具体实施步骤如下：
实验对象：铜川市耀州区瑶曲中学八年级3、4班的学生，八年级3班共43人做为实验班，其中：男生22人，女生21人；八年级4班共45人作为对照班，其中：男生21人，女生24人。〔注:两班学生均为瑶曲中学的普通班，学习情况和学习水平基本相当。〕①两个班本学期的生物老师为同一老师，老师应当客观公平，②实验班采用核心概念教学；对照班则采用一般讲授的教学策略。具体的实验实施过程，按照设计好的围绕核心概念的教学设计进行教学活动，文中列举了两节突出核心概念教学策略的教学设计，供广大教师参考。
第五章 实验的测试与统计。在进行“生物的遗传与变异”一章前后，对两个班的学生学习结果分别进行前测和后测，并对前后两次测试结果进行统计、分析和比较：结果发现，八年级3班（实验班）的检验值z（详见表5-2）明显高于八年级4班（对照班），存在差异显著。实验结果表明，此策略不仅提高了学习成绩，且显著提高了学生自主学习的能力。广大生物教师可以以此作为重要教学参考来促进生物教学。
第六章 研究的作用与教学建议，简明的阐述本研究的地位和作用，以及对不足之处提出教学建议，以及对教师未来工作的展望。
关键词：初中生物；核心概念；自主学习；教学策略

結果 (英文) 1:

Summary: teaching a single concept is put on the agenda because the concept is the soul of biological disciplines, students master the core concepts in biology to take this as the starting point to learn more about biology. Bio-key concepts in teaching, should transform the traditional teacher turned to teaching as the main way of teaching strategies to student-centered, by guiding the students ' learning needs and interests of students will take the initiative to learn about biology concept, form an integrated system. Biology students complete knowledge system construction and deep understanding of the core concepts of biology are inseparable. More than 10 years before the 21st century in the new curriculum reform in junior middle school, general biology educators, teaching strategies, teaching, teaching methods, and so have a very big improvement. But due to the influence of examination-oriented education, classroom teaching phenomenon still exists in various get rich quick, conceptual problems of learning in students of biology Foundation solid enough will bring trouble for subsequent learning. To highlight the efficiency of biology classroom, teachers should guide students learn biological concepts more effort. Paper selected of angle and past of biology core concept teaching vary, it is spirit to students for subject, from students independent obtained concept of angle starting, introduced some related junior high school bio core concept learning of effective strategy; paper selected people taught version eight years level bio Xia book in the core concept more more difficult understanding of a chapter--bio of genetic and variation, more in-depth of introduced has some practical of strategy, from status analysis, to method application, to experiment test, again to results statistics and analysis, And the submission of final note, logical, progressive layers to achieve the desirable effect of core concept teaching in junior high school biology.本文主要有下面六个方面构成:引言：该项研究工作的目的和价值；国内外已有的文献综述；本研究要解决的问题。第二章：对概念、核心概念、教学策略等概念进行界定，用以作为概念学习的方法依据。对现行的初中生物新课标实验教科书（人教版）《生物的遗传和变异》中的核心概念进行了梳理和归纳，以期为教师更好地利用有效策略进行核心概念教学提供帮助。第三章：首先概述了概念获得的原则，紧接着介绍了五种具体的关于初中生物学核心概念自主学习的学习策略。包括：认知加工策略；先行组织者策略；概念图策略；对比联系策略；探究学习策略。第四章：通过实验研究的具体实施。具体实施步骤如下：实验对象：铜川市耀州区瑶曲中学八年级3、4班的学生，八年级3班共43人做为实验班，其中：男生22人，女生21人；八年级4班共45人作为对照班，其中：男生21人，女生24人。〔注:两班学生均为瑶曲中学的普通班，学习情况和学习水平基本相当。〕①两个班本学期的生物老师为同一老师，老师应当客观公平，②实验班采用核心概念教学；对照班则采用一般讲授的教学策略。具体的实验实施过程，按照设计好的围绕核心概念的教学设计进行教学活动，文中列举了两节突出核心概念教学策略的教学设计，供广大教师参考。第五章 实验的测试与统计。在进行“生物的遗传与变异”一章前后，对两个班的学生学习结果分别进行前测和后测，并对前后两次测试结果进行统计、分析和比较：结果发现，八年级3班（实验班）的检验值z（详见表5-2）明显高于八年级4班（对照班），存在差异显著。实验结果表明，此策略不仅提高了学习成绩，且显著提高了学生自主学习的能力。广大生物教师可以以此作为重要教学参考来促进生物教学。
第六章 研究的作用与教学建议，简明的阐述本研究的地位和作用，以及对不足之处提出教学建议，以及对教师未来工作的展望。
关键词：初中生物；核心概念；自主学习；教学策略

結果 (英文) 3:

Abstract: the concept teaching alone on the agenda because of biology concept is the soul, the students only have the core concept in biology as the starting point to learn more knowledge of biology. The core concepts of biology teaching, we should change the traditional teaching to teachers as the main mode of teaching strategy to take the student as the main body, interest in learning and the need to guide students, students will take the initiative to learn knowledge in biology, build a set of complete system. The biology of complete knowledge system construction and students deeply understand the core concepts of biology are inseparable.In the new curriculum reform practice in twenty-first Century, ten years ago, general biology educators teaching strategies, teaching mode, teaching methods have been improved greatly. But because of the influence of exam oriented education, the teaching phenomena quick still exist in the classroom, learning concepts in the biological foundation of students are not solid, will bring trouble for follow-up study. In order to highlight the efficiency of the biological classroom, teachers should guide students to learn biology concepts in more effort. This paper selects the different aspects and core concepts of biology teaching in the past, it is take the student as a main body,From the point of view of the students get the view of the concept, introduced some effective strategies about the core concept of junior high school biology learning; this article selects a part of difficult to understand more the core concept version eight grade biology book in Teaching -- "" inheritance and variation of biological, systematically introduces some practical strategies, from the analysis of the status quo, the method is applied to the experiment, test, and then to the statistics and analysis of the results, and finally to put forward the matters needing attention, logical, layer by layer, in order to achieve good results in the core concept of biology teaching in junior middle school.
This paper mainly include the following six aspects:
introduction: the research purpose and value;The literature review at home and abroad; the research to solve the problem.
second chapter: on the basis of definition, core concept, teaching concept, used as a basis for concept learning. The new curriculum standards of junior high school biology experiment present textbooks (PEP) "the core concept of" biological heredity and variation were sorted and summarized, in the hope of providing help for the core concept of teaching for teachers to make better use of effective strategies.
third chapters: firstly introduces the concept of the principle, then introduces five kinds of concrete on the core concept of junior high school biology learning strategies. Including: cognitive processing strategies;The advance organizer strategy; the strategy of concept map strategy; comparison between inquiry learning strategy. The fourth chapter: through the specific implementation. The experimental study. The specific implementation steps are as follows:
experiment object: Tongchuan city Yaozhou District Yao Qu middle school eight grade 3, the students of class 4, grade eight class 3, a total of 43 people as the experimental class, of which: 22 boys, 21 girls; eight grade 4 class 45 as the control class, of which: 21 boys, 24 girls. (Note: the two classes are Yao Qu middle school in regular classes, learning and learning as a basic level. The two semester) this is a biology teacher teacher, the teacher should be objective and fair,The core concept is adopted in the experimental class teaching; the control group with traditional lecture teaching strategies. The specific implementation process of the experiment, teaching activity according to the teaching design of good around the core concept, this paper enumerates the teaching design of two prominent core concept teaching strategy, for the majority of teachers. The fifth chapter
test and the statistical test. In the "inheritance and variation of biological" a chapter, the two classes of students were compared before and after the test, and the results of two tests for statistical analysis and comparison, found that,Class 3, grade eight (experimental class) test value Z (see table 5-2) was significantly higher than that of grade eight class 4 (the control class), there is significant difference. The experimental results show that, this strategy can not only improve the learning achievement, and significantly improve the students' ability of autonomous learning. The majority of teachers can be used as an important reference to promote the teaching of biology teaching.
function and teaching suggestions in the sixth chapter, the status and role in this thesis. The concise, and puts forward teaching suggestions on the deficiencies, and prospects for the future work of the teachers. Keywords:
junior high school biology; core concept; autonomous learning; teaching strategies