概念教学是生物教学活动的根本。作为初中学生,尤其是七年级的学生,是儿童期向青年期过渡的阶段。他们的好奇心和求知欲很强,理解个别概念并不是件很难的事,但是,相应的知识储备不足对于繁琐而细致的记忆内容遗忘率高,概念间极易混淆不清,往往花费大量时间死记硬背却效果不佳,即便是已经背过的知识点也难以进行有效地应用,学习效率不高。而这个困扰学生的问题,恰好可以在概念图的正确使用下迎刃而解。笔者在利用概念 Concept teaching is the foundation of biological teaching activities. As a junior high school student, especially a seventh grade student, it is a transitional period from childhood to adolescence. Their curiosity and curiosity are very strong. It is not hard to understand individual concepts. However, the corresponding knowledge reserve is too high to forget the complicated and meticulous memory contents, and the concepts are often confused and often cost a lot of Time rote memorization but the effect is not good, even if it has been difficult to carry out the knowledge of the effective application of learning efficiency is not high. And this problem plaguing students, just in the correct use of the concept map to be solved. I use the concept