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对于概念性的知识学习来说,难度较大,因为概念的东西比较抽象,为此,要想优化概念性知识的记忆与掌握就必须学会转化和嫁接,让抽象的理论变得具体化。针对高中生物教学中的概念来说,表述的就是日常生活中的常识,但是再上升到一定的理论之后,在文字的论述上就显得非常抽象,掌握起来比较困难,学生也不易理解。本文中,笔者从学生的元认知出发,探究了一些优化高中生物概念教学的方法,希望能提升高中生物概念的教学效果。
For conceptual knowledge learning, it is more difficult because the concept of things is more abstract, therefore, in order to optimize the memory and mastery of conceptual knowledge, we must learn to transform and graft, so that abstract theory become concrete. For the concept of high school biology teaching, expression is the common sense in daily life, but then rose to a certain theory, the argument in the text is very abstract, more difficult to grasp, students are not easy to understand. In this paper, the author sets out from the students’ metacognition and explores some ways to optimize the teaching of biological concept in high school, hoping to improve the teaching effect of high school biology concept.