2011年我国教育部颁布的《义务教育生物学课程标准（2011年版）》提出关注重要概念的学习，引起了一线生物教师对概念教学的重视。国内外的研究者已对概念、科学概念、科学概念教学进行大量的研究，为概念教学的落实提供了深厚的理论基础。但国内有研究报道一些一线教师不清楚概念是什么，把概念教学理解为“说文解字”式的讲解术语或定义，辨析易混淆的生物学名词术语，或者不知道从哪些方面重视概念的形成过程等。这些问题基于个案观察，对一线教师概念教学的理解与实践方面的全面、系统和定量调查研究未见报道。在《义务教育生物学课程标准（2011版）》全面推进的第一年，以概念教学为热点的新一轮一线教师培训与教研活动正在兴起。为了更好地展开教师培训，有必要在培训之前对一线教师如何理解和实践概念教学的情况进行调查。基于文献调研，本研究梳理了概念、科学概念以及科学概念教学的含义，回顾了国内外概念教学的研究现状，为设计调研工具提供了理论指导。以北京市海淀区初中生物教师为研究对象，综合运用量性研究与质性研究方法，自主设计调查问卷，访谈专家、教研员进行修订，初步调查海淀区近200名初中生物教师对概念教学的理解情况，依据研究问题和调查问卷的初步结果，进一步拟定访谈提纲，分层抽取12名教师进行半结构式访谈，以深入调查教师如何理解、如何开展概念教学的情况以及教师对海淀区的培训有哪些建议。对调查研究结果的综合分析表明，海淀区初中生物教师已具备推进概念教学的良好基础，但还需要加强概念教学的理论与实践的结合，发现自发组织的、作为概念教学研究共同体的基地校与非基地校相比，基地校的概念教学落实情况更好。综合教师对培训的需求，本文建议培训组织者在培训内容方面可以关注生物学概念的梳理、概念教学的策略与评价，在培训形式方面可以邀请专家对教师开展理论与实践相结合的指导，还要促进概念教学基地校与非基地校之间的交流，可以在主题培训之外的教研活动中渗透概念教学，还可以在网络平台上为教师提供可阅读的资源。本研究的结果对开展概念教学相关的培训具有现实意义，同时也可供一线教师开展概念教学的研究、反思等参考。

Biology Curriculum Standards for Compulsory Education promulgated by the ministry of education of China in 2011 proposes to focus on learning major concepts, which draws biology teachers’ attention to conceptual teaching. Researchers at home and abroad have studied a lot about concepts, scientific concepts and conceptual teaching in science, which has provided a theoretical basis for practical teaching activities. However, some domestic researchers founded that some teachers did not understand what is concept, some teachers explained the biological terms as the meaning of each word, some teachers differentiated similar terms, some teachers did not know how to help learners acquire concepts. These problems were summarized through observing. There was no systematic and quantitative research on the overall status of conceptual teaching in respect of teachers’ understanding and practice.The new Biology Curriculum Standards for Compulsory Education will boost more teachers’ training focusing on conceptual teaching in recent years. To enhance the quality of these training for biology teachers, it is essential to conduct an investigation on how the middle-school biology teachers understand the conceptual teaching and how they do it in classroom.Based on literature study, this research hackles the implications of concept, scientific concept and conceptual teaching in science and reviews the overseas and domestic status of researches on conceptual teaching, which provide theoretical directions for designing the survey tool of this research. The survey conducted in both quantitative and qualitative approaches research most or a part of middle-school biology teachers in Haidian District, Beijing. The researcher designs a survey questionnaire by herself, interviews some experts to acquire suggestion for revising the questionnaire, gives out about 200 questionnaires and collects them. According to the research questions and the preliminary results of the questionnaire, some questions are listed for interviews about a part of teachers. The researcher interviews 12 teachers from 6 schools in different levels to survey how they do for concept teaching and to collect the suggestions for the training. The comprehensive analysis of results indicates that most middle-school biology teachers in Haidian District have already had good foundation for pushing forward conceptual teaching, but they need to combine more theory to practice. Besides, the practical status of Base Schools, as study communities formed voluntarily for conceptual teaching is better than that of non-Base School. Summarizing teachers’ demands of the training, this research suggests that organizes of the training should focus on combing the system of biology concepts and studying some teaching strategies and evaluation methods for conceptual teaching. Organizers should invite educational experts to guide teachers how to integrate theory of conceptual teaching with teaching actions, should promote Base Schools and non-Base Schools to exchange ideas of conceptual teaching, and should permeate conceptual teaching in other activities about biology teaching or research. Also, some reading materials should be provided on the network platform.The results of this research are significant to training for conceptual teaching. They also provide some references for other teachers’ studies and self-rethink.