基于概念理解的教学过程分析与重建——以“神经调节的基本方式”一课为例

Analysis and Rebuild of Teaching Procedure Based on the Understanding of Biology Concepts——Taking “Methods of Neuroregulation” as An Example

《义务教育生物学课程标准(2011年版)》把凸显概念传递作为课标修订的标志性成果,力求以此引导教师加强对概念理解的教学,但在实践中却没有很好地跟进,许多课堂还是把大量的时间都用于记忆事实,缺少引导学生对概念进行深入理解。要实现从记忆事实向理解概念的转变,需把握好以下要点:以前科学概念为教学起点,以事实为概念理解的基础,以理解概念的内涵和外延为教学重点,以关联和应用评价对概念的理解程度。

The ＂Compulsory Education Curriculum Standards of Biology （2011） ＂ emphasizes the importance of concept-based teaching in order to make teachers pay more attention to teaching concepts. However, this fact has been ignored in reality. Students are taught to spend a lot of time on memorizing the concepts, instead of understanding them deeply. In order to obtain good result of teaching, teachers need to be aware of the key points below, teach the concepts first, use many examples to assist students to understand concepts, focus on the connotation and extension of concepts and evaluate the teaching by whether the students are capable of associating the concepts with applications.