High School Biology Life-oriented Teaching Present Situation Investigation And Analysis

Life-based teaching accord with the concrete purpose that is written in the file named 《The outline of base education curriculum reform (trial implementation)》 and one of the idea of high school biology course,called "enhance the link with realistic life ". Life-based teaching has great significance in changing the way of traditional teaching and deepening course revolution. Furthermore, it can improve efficiency of class teaching. From the year of2006, Tianjin began to implement new course. It is worth to pay attention on the situation of life-based teaching in high school biology.Therefore, this study regarded life-based teaching as the object and chose the way of investigation. To teacher, study content include three aspects:the perception of teacher about life-based teaching、development and usage of resource of course、 teaching design. Through the way of interview, study the worry、difficulty、help that teacher need when implement life-based teaching and the direction they will make effort. As for student, research is developed on three aspects, too. It include: perspective of life-based teaching、study experience and study behavior.On the base of summarizing previous results of research, the purpose of this research is to know the situation of life-based teaching, find questions and the difficulty that teacher face when they implement it. And then, put forward some feasible and improved way. Moreover, provide teaching design and analysis to teacher for reference. The research is benefit to implement life-based teaching and culture student better than before.The result of investigation shows:class hour、funds、ability of studen、ability of teacher become the limitative factors of life-based teaching. There are some points make our happy:on the aspect of teacher,(1) Teacher has a relative reasonable standard of choosing examples. Most of teachers use examples that have closely link with our life in class;(2) Part of schools have established courses that based on itself, the course close to our life;(3) Teacher apply the content of "problem-discuss". Besides, they use exercises which are compiled on the background of actual life. As for student, they hope to implement life-based teaching, like to know the examples that imply the relation between biology and our life、production. The majority of students feel it is useful of biology knowledge. Part of students pay close attention to hot social issues and try to solve some questions with biology knowledge. The students from important school have the chance of studying outside of classroom or researching some questions from our life. At present, there are also some shortages of life-based teaching.(1)Teacher don’t know clearly about life-based teaching;(2)On the aspect of developing resource of course, teacher don’t pay much attention on communicating with students, teachers seldom apply the content of "occupation about biology";(3)only use some strategy of life-based teaching. According to these shortage and taking four limited factors into consideration, I give teacher some advices and counter-measures:acquaint with the theory of life-based teaching、 increase the frequency of communicating with students、try to use the content of "occupation about biology" in class、launch debate competition、role play and extra-curriculum activities at the right time.Except for these, some contents in PEP edition biology textbook are right for using the strategy of life-based teaching. I design one of them as example. By analyzing the design of senior review class, I think teacher should enhance three perceptions about life-based teaching.