概念性知识是生物学教学的重要内容，生物学核心概念是生物学科中处于核心和主干的知识，掌握好生物学核心概念对学生的进一步学习深造，对提高学生的生物科学素养具有重要意义。本文是围绕“如何在课堂上进行生物学核心概念传递”这一问题开展的行动研究。教学设计对课堂教学活动的顺利开展和教学目标的达成具有不可替代的作用。本文的行动研究是先设定概念传递目标，然后据此进行教学设计和教学实践，并对概念传递目标的达成情况进行检测和反馈，反思围绕核心概念开展的课堂教学的效果及其改进方向。 本文研究选取高中生物必修2《遗传与进化》模块中遗传规律教学单元为例，先对该单元的教学内容进行分析，缕清该教学单元的核心概念组成体系。然后对本单元中各节内容进行教学设计，在设计中每个教学环节都是为了达到某一概念的传递而设计的教学活动，让学生通过逐层逐级搭建相关概念，最后获得本节内容的核心概念。本研究中的教学设计既有新课内容，也有复习内容，目的是通过课堂教学学生既能够形成各节内容的核心概念，又能够形成本单元的概念体系。在完成本单元的教学设计后，教师依据教学设计的各环节进行教学，在教学过程中注重收集学生的课堂反应来反馈其概念掌握情况；此外，本研究还在单元教学结束后进行全员的单元测试以及随机抽取20名学生进行访谈，访谈主要针对以往常规教学中学生易错概念来设计问题。 经研究，本文最终得出结论：围绕核心概念开展的教学活动有利于学生形成正确概念、纠正对某些概念的错误理解、以及搭建正确合理的概念体系。

Conceptual knowledge is an essential component of biology teaching. Acquiring core concepts plays an important role in developing students’ biological literacy and benefiting their future study in this area. This article is a report of an action research on how to guide students to reach the core concept through classroom teaching. This action research started with the assumption of the target concept, based on which, a teaching plan was designed and carried out. An evaluation was followed to check the result and analyze the feedback. It ended with a discussion on the outcome of and the outlook for core concept-based classroom teaching. The teaching unit “Genetic Regularity” from Genetics and Evolution (Compulsory Module 2) was used as teaching material in this action research. During the preparation, the core concept was made clear through a thorough analysis of the teaching material. Then, a teaching plan inclusive of both old and new knowledge was designed for every teaching session, each focusing on its sub-concept to the core concept. The students were expected to attain the core concept by building a hierarchy of biological ideas. In practice, the teacher collected students’ feedback on their learning process and outcome for further assessment of the teaching plan. At the end of this unit, all the participating students took a test and 20 randomly chosen students were interviewed with the frequent problems and questions that previous students encountered in traditional teaching process. This action research led to the conclusion that a core concept-based classroom teaching is helpful for the students to form accurate concepts, correct their misunderstandings to some difficult concepts and build a logical hierarchy of biological concepts.