新课程标准颁布以来,对生物学教师的概念教学知识水平要求越来越高,也对他们的教师职业专业度,提出了新的要求与挑战。以初中生物学教师有效开展概念教学的关键点,即教师的错误概念研究为切入点,采用量化研究方法对初中生物学教师的错误概念持有率、教师错误概念与其学生的错误概念之间的关系,以及可能的影响途径加以探究与讨论,以突出教师错误概念研究,在生物教师职业专业化的过程中的重要性,并为后续研究提供支持与参考。 Since the promulgation of the new curriculum standards, the biological teachers have become more and more advanced in their knowledge of the concept of teaching, and have also put forward new requirements and challenges to their professional degrees of teachers. Taking the key point of junior high school biology teacher effectively developing concept teaching, that is, the teacher’s error concept research as the breakthrough point, this paper uses quantitative research method to the junior middle school biology teacher’s false concept holding rate, the teacher’s mistake concept and the student’s mistake concept The relationship between them, and the possible ways of influencing them to be explored and discussed so as to highlight the importance of the research on the erroneous concepts of teachers and the professionalization of biology teachers and to provide support and reference for the follow-up research.