在如今的教育大环境中，普通高中阶段生物学课程的所有要求和生物学教师在实施教学过程中所采取的所有方式都是为了培养学生的生物学科核心素养，而生物学核心素养包括：生命观念、科学思维、科学探究和社会责任。本研究选取生命观念之“稳态与平衡观”这一角度对教科书以及相应的课堂实录视频进行了分析研究。初期以“文献研究法”分析了本研究选题的原因、选题中的文献综述以及在研究中对教科书分析和课堂实录观察分析工具的确定。之后，用“内容分析法”对教科书中相应主题中的生物学概念进行了整理分析，用概念图的形式呈现了分析结果，基于文献的阅读分析设计了课堂观察的维度——课堂提问，并设计了课堂观察量表，以课堂提问中提出问题总数的多少，涉及的问题类型以及教师提出问题后的候答时间等为课堂提问的观察指标，用课堂观察法对选取的九节课堂实录视频进行了观察、记录、整理和分析。
      基于对研究问题的分析，得出结论为：（1）教师在课堂中对提问这一教学策略的利用与教师课堂的设计有着明显的关系；（2）生物学教师进行生物学概念教学时，提问的问题类型中，普遍倾向于理解型问题；（3）教师在课堂中设计问题并进行实际课堂提问时，大多数都与教学内容中的生物学概念直接相关；（4）与教科书分析的概念图呈现结果相比，教师在课堂中进行生物学教学时，并不仅仅注重概念的输出，而是会在课堂中举出大量的生物学事实，帮助学生学习生物学概念。
      基于本研究的结果，提出了以下建议：（1）结合相应教学内容，选择合适的教学策略；（2）重视概念教学中概念的建构过程；（3）进行概念教学从而落实生命观念，可以在课堂中创设问题情境；（4）结合课堂教学内容，合理设计课堂问题。

      In today's educational environment, all the requirements of biology courses in ordinary senior high schools and all the methods adopted by biology teachers in the teaching process are aimed at cultivating students' core accomplishment in biology, which includes: life concept, scientific thinking, scientific inquiry and social responsibility.This paper analyzes the textbook and the corresponding classroom videos from the perspective of "steady state and balance" of life concept.At the beginning, this paper analyzed the reasons for selecting the topic, the literature review in the topic selection and the determination of the tools for textbook analysis and classroom record observation and analysis in the research with the method of "literature research".After using "content analysis" in the textbook analyzes the biological concept of the topic, in the form of concept map presents the results of the analysis, based on the literature analysis and design the reading classroom observation dimension of classroom questioning, and designed a classroom observation scale, to put forward problems in the classroom questioning how many of the total, involving the type of problem as well as the teachers ask questions after a time for the observation indexes for classroom questioning, with classroom observation to choose nine class 'video observation, record, sort out and analyzed.
      Based on the analysis of the research questions, the conclusion is drawn as follows :(1) there is an obvious relationship between the teacher's use of the teaching strategy of questioning in the classroom and the teacher's classroom design;(2) when teaching biology concepts, biology teachers generally tend to ask understandable questions.(3) when teachers design questions and ask questions in class, most of them are directly related to the biological concepts in the teaching content;(4) compared with the results presented by the concept map analyzed by the textbook, when teaching biology in the classroom, teachers will not only pay attention to the output of concepts, but will cite a large number of biological facts in the classroom to help students learn biological concepts.
      Based on the results of this study, the following Suggestions are proposed :(1) select appropriate teaching strategies based on the corresponding teaching content;(2) paying attention to the construction process of concepts in concept teaching;(3) concept teaching to implement the concept of life, can create problem situation in the classroom;(4) combine classroom teaching content and design classroom questions reasonably.