近十年来，基础教育理科课程越来越重视关于概念的教学。书本知识大都是由一个个概念组成，而概念又不是孤立存在的，概念与概念之间存在着紧密的联系。笔者在查阅大量文献的基础上，对人教版初高中生物生态学概念进行梳理。旨在为一线教师进行初高中生物概念的梳理提供一定的理论依据及参考实证，为学生提供最大限度的并受益的学习方法，为教育界学者进行一定的研究和思考提供基础素材。本研究以人教版初高中生物教材中有关生态学的概念作为研究对象，探讨了概念梳理的一些方法并对初高中生物教学提供一些建议。本文分四部分，第一部分绪论主要提出了如何有效地梳理概念之间的关系的问题及概念梳理的相关研究背景。第二部分主要分析了课程标准对初高中生态学教学的要求，并根据相关文献检索出初高中生物生态学的重要概念。然后利用概念图的方式对筛选出的重要概念进行按章节梳理。第三部分主要介绍思维导图梳理概念的方式，并利用思维导图的方式对生态系统的概念进行梳理。结果和讨论部分着重探讨思维导图与概念图的区别以及概念图和思维导图在教学上的意义。

Concept teaching has got more attention when concerning the basic education of science. Textbooks constitute of a brunch of concept which closely connect with each other. We sorted and analyzed the ecological concept in biology textbooks which are published by People's Education Press, aiming at offering references for teachers, students and researchers. We also introduced several methods of concept sorting. We answered the question “what is required in teaching of ecology in junior-senior high school” and listed concept that is more important in ecology according to the Curriculum Standards. Then, we sorted and analyzed these concept by means of concept map and mind map respectively. We believed that our work could be helpful for both teachers and students.