本研究以东城区区级研究课的实际运作为基础，针对初中生物学的概念教学（concept teaching），探讨运用的Qu:Est教学策略建构初中生物学重要概念的有效性问题。Qu:Est教学策略是课堂教学提问策略的一种演化，是学习/提问策略，即为理解而提问,它是概念建构的策略。在初中阶段，生物学教学与其他许多学科的教学一样，都以概念教学为重要依托，所以，研究Qu:Est教学策略是进行初中生物学概念教学的关键，是实现有效教学的重要途径。　　　通过典型课例的观察和分析以及对学生的调查问卷的数据分析，本研究得出以下的结论：Qu:Est教学策略可以指导对初中生物学概念教学设计。运用 Qu:Est教学策略对生物学概念的形成和学生学习达成分析的结果表明，在生物学概念教学设计时，教师应围绕重要概念的来组织教学，用描述概念内涵的方式来传递概念。研究结果表明，初中生物学教师在设计课堂提问需要注意：一是注重学生的年龄特点和认知能力确定生物学概念的深度和广度，二是针对生物学概念选取Qu:Est教学策略时，应侧重收集策略。课堂提问仍需要针对锚定策略进行加强设计，学生才能更好地获得生物学概念。以教育学和心理学为理论基础，依据建构主义理论，初中生物学概念教学的课堂提问注重“核心问题”的“加工性问题”的设计，更能帮助学生对概念的理解。

The implementation of district-level research course of Dongcheng, Beijing, as the basis, focused on the concept teaching of junior high school biology, this study investigated the Effectiveness problem for how to use Qu:Est teaching strategy. Qu:Est teaching strategy is the evolutionary of questioning for classroom teaching, learning / questioning strategies, understanding questions.It is the tactics that construction of concept. In junior high school stage, biological teaching, like the teachings of many other subjects, takes concept teaching as an important basis. Therefore, it is the key link for junior high school biological concept teaching and an important path for realizing efficient teaching that we study questioning strategy for classroom teaching. But this subject has its own characteristics, so the implementation of biological concept teaching needs suitable teaching model.By observing and analyzing typical teaching case and analyzing the data from the survey, the following conclusions were drawn: 　　　1. Qu:Est teaching strategy funtions well for the concept teaching of junior high school biology.　　　2. Conclusions drawn from the analysis of the formation of biology concept and the acquirement of students by using Qu:Est teaching strategy show that when designing biological concept teaching, teachers should organize teaching based on important concepts, and deliver the concept by describing the connotation of the concept.　　　3. The result of the research shows that teachers of biology in junior high school should pay attention to the following things: first, pay attention to the characteristics of the students at this age and their cognitive ability to determine the depth and the scope of the biology concept taught in class. Second, focus on collecting strategy when choosing Qu:Est teaching strategy based on biology concepts. When posing questions in class, teachers also need to make lesson plans according to anchoring strategy, so that students can absorb the biological concepts better.　　　4. Based on pedagogics and educational psychology and according to constructivism theory, junior high school biological concept teaching focuses on the design of “key questions” and “additional questions”, so that students can understand the concepts better.