Teaching Practice Of Nutritional Health Education In Biology Teaching In Senior Middle School

The nutrition health status of teenagers has been a subject of concern at present. Due to the lack of knowledge of nutrition health between students and parents, the same as the education of nutrition health still has many deficiencies, such as insufficient class setting, short of education facilities and teachers, etc., leading to a unreasonable diet among students daily lives. Poor eating habits are very common, that will result the decline of adolescent’s physical and the increase of malnutrition and obesity. Therefore, at this stage, using the features and advantages of high school biology to implement nutrition health education is an effective way to help students know more about the nutrition health and improve their own eating habits. It is meaningful for the growth of students.hi this study, after understanding of nutrition health educational status in our country and the nutrition health condition of survey respondents, literature analysis, questionnaire, educational research and other methods were used in the two-month teaching practice, to explore a teaching mode in high school biology, help students improve nutrition health knowledge and develop healthy eating habits, while also explore the significance and the teaching effect of nutrition health penetrating education in high school biology. I had two classes of senior one for teaching object, one was experimental class (54) and the other was the control class (52). First I got understanding about the students’ nutritional knowledge situation, nutrition health behaviors and attitudes by questionnaires. While the control class were under the normal teaching in the past two months, the experimental class students were permeated targeted nutrition health knowledge by biology lesson teaching, based on the "Biology" materials of Jiangsu Education Press, using permeable materials in nutrition health knowledge integration point, making sure the content of health education contained in high school biology disciplines and combined with real life as well as contemporary health hot issues. Two months later, the students were checked about the diet and nutrition knowledge, healthy eating behaviors and attitudes through questionnaires. The experimental class and the control class were compared before and after the teaching separately. By comparing the results of the questionnaire before and after, results showed that the degree of knowledge about health of experimental class students increased more than the control class, the experimental class students’healthy eating habits and attitudes have improved significantly, better than control class. The results of this study demonstrated that the implementation of nutrition health education in high school biology class is feasible and effective. It helps to improve the nutrition and health knowledge level of the students and the recognition level in health knowledge, strengthen practical linkages between biology and life, enhance students’ interest in learning biology. The final results will have a certain reference value and significance for the in-depth research of related aspects, and a practical significance for the in-depth study of the principles, methods, rules and evaluation of health education. However, due to some factors, such as the shorter time of the teaching practice, lack of teaching experience, student individuality and the living environment, the effect is less obvious. The improvement of nutritional health behaviors and nutrition health status does not happen overnight, it needs a long-term and comprehensive interventions. As a consequence, family, school and community need to work together to promote the healthy growth of adolescent.