对核心概念的研究是科学教育中的一个重要领域，我国现行中学生物学课程标准也明确提出要倡导学生深入理解生物学的核心概念。如何更好的理解和实践新课程的要求，是我们面临的一个挑战。本研究在对核心概念的阐释及研究现状有一个全面认识的基础上，以“遗传学”内容为例，完成核心概念的筛选与表述，并构建遗传学核心概念发展图，表明各种核心概念之间的关联与进阶发展。同时，本研究通过以开放题为主的测试考查不同年级段学生对遗传学核心概念的理解，一方面对遗传学核心概念发展图进行修正，另一方面从中总结提炼出可能会存在于学生头脑中的相异概念。这些内容将为我国生物课程标准文件的修订、课程资源的开发以及生物学教育实践活动的开展提供一定的理论依据和可供借鉴的素材，从而更好地促进我国生物学教育朝着积极、有益的方向发展。本研究通过大量文献研究，对科学领域的概念和生物学核心概念进行阐释界定。通过仔细研读和分析50个国家/地区的课程标准文件，筛选出在遗传学领域中大家都普遍关注的核心概念，并考查这些核心概念的年级段分布。将得到的结果制作成问卷量表，发放给来自全国各地的骨干教师93名进行修正，得到遗传学核心概念列表及学习的年级段分布。为了明确表明核心概念的进阶发展及核心概念之间的联系，本研究还制作了核心概念发展图。依据以上得到的遗传学核心概念，本研究编制了三份适合不同年级段学生作答的概念理解测试卷，选取了北京市郊区学校的390名中学生作为样本进行调查研究，重点考查学生对核心概念的理解情况及年级发展情况。对所得到的结果数据进行分析，以修正核心概念发展图。同时，总结学生表现出来的常见相异概念，并进一步讨论分析可能的原因。研究发现，研究中的所有学生（包括初一刚入学的学生）对DNA和基因这个名词都非常熟悉，但是显然他们几乎都对DNA和基因没有全面的理解和认识，包括DNA和基因到底是什么，它们之间的关系，它们的功能等等。学生难以将遗传学概念联系起来使得学生对整个遗传学画面的理解无法连续和完整，因此学生也难于理解基于此发展起来的遗传工程技术的原理，对于这些技术在新情境中的应用也感到十分困难。 在以上各项研究的基础上，本研究提出教学启示和建议。

Study on key concept is an important part in science education research. Helping students understand key concepts in biology is advocated in biology education reform in our country presently. The implementation of new biology curriculum is a challenge. Beginning with a deep understanding about the ideas of key concept as well as research background and status, this research focuses on genetics in middle school. Key concepts in genetics are selected and represented. Progression Map of Key Concepts of Genetics in Middle School is also mapped which shows the relationships of various key concepts and students' learning progression. In order to explore the ideas of key concepts that students possess, this research designs open test items. The results of tests could not only provide information to revise the Progression Map of Key Concepts, but also conclude the alternative concepts in students' brain. This research could provide theoretical and practical base to revise curriculum documents, develop curriculum materials and practice teaching activities.This research illustrates and elaborates the ideas of concept in science and key concept in biology through literature study. By analyzing governmental documents of science education of fifty countries and regions, the key concepts in genetics are selected. Grade distributions of these key concepts learning are also revealed. In order to revise these key concepts, the survey questionnaires based on these key concepts are administered to ninety-three key teachers over the country. Finally the key concepts of genetics in middle school are listed and mapped.To explore students' ideas of genetics concepts, this research designs three versions of test papers and selected 390 students of grade 7, 8, 10, 11 as samples. The data obtained from the students' responses are used to provide the information to revise the map and list the alternative concepts students possess.This research finds that almost all the participants are familiar with the words of DNA and gene, but nearly no students possess adequate understanding of them. They don't know their constructs and functions, neither know their relationships. Owing to students can't acquire the relationships between concepts, students feel difficult to understand the whole genetics and the principles of genetic engineering technology. Based on above research results, the teaching suggestions are also discussed.