Study On Classroom Teaching Of Biology Returning To Life In Senior High School

Since there existed school education, researchers have ever discussed teaching centering on "life" to varying degrees both at home and abroad in different periods of history. The study on "Biology Teaching Returning to Life" aims at the investigation and discussion of the definite relationship between biology teaching and life, and making clear a series of deep problems such as whether BT needs "returning" or not, what kind of life BT returns, as well as how to "return".Based on classroom teaching, the study is guided by the existing educational teaching theory and the idea of new curriculum standard. Also, teaching content, teaching process and teaching strategy are the objectives in this study. And in our assessment part we adopt both quantitative research methods including questionnaire and accomplishment evaluation and qualitative research methods including classroom observation and student symposium besides combining theory with practice.In the part of theory study, the paper analyzes the current situation and problems existing in the middle school biology teaching. By means of document summarization of the relationship between teaching and life and the analysis of theories, the study points out the applicableness in practice about the study "classroom teaching returning to life", defines some important concepts, including "life", "return" and so on, and then establish the general teaching principles and basic teaching goals of Classroom Biology Teaching Returning to Life in senior high school.In the practice study, how Biology Teaching returns to life was investigated and discussed in three aspects, namely teaching content, teaching process and teaching strategy. In the content of the courses, four aspects are discussed as follows: The first one is the comprehension and application of knowledge; the second is the methods and skills of Scientific Inquiry; the third is to train students' integrative thinking and strengthen the connection of different subjects; and the forth is to develop students' virtue. In the process of teaching, Classroom Teaching Returning to Life pays more attention to regarding students as concrete persons, their real life itself, and the efficient production of the teaching, which mainly refers to the effective teaching. As for the teaching strategy, the paper emphatically states that inquiry teaching, dialogue teaching, experience instruction and case teaching are the four effective strategies in Senior Middle School Biology Class Returning to Life. In detail, exploring teaching focuses on fostering students' exploratory skills, while dialogue instruction and experience instruction mainly stimulate students' thinking, develop students' individuality, promote the generation of classroom teaching, and enrich students' emotional experience in the process of teaching, and case teaching help students improve their abilities of raising questions, analyzing problems, as well as comprehensively using knowledge.The results show that Classroom Teaching Returning to Life can effectively increase students' interest of studying living beings, improve students' study habits, and enhance students' study autonomy and initiative. Meanwhile, students are able to experience the sense of happiness at the same time in the learning process.The theoretical significance of the study is to make clear the connotation of Teaching's Return to Life, establish the principle and the aim of teaching's Return to life, and to clarify the fuzziness of the concept of regression in the present educational and instructional theory research. The practical value lies in investigating the content, process, and strategy of Teaching's Return to Life, and giving some advice on developing teaching to the biology teachers in senior high schools.