The Practice Research Of Teaching Base On Life In Science Classroom Of Junior Middle School

Classroom teaching based on life is one of the emphasis and placesfirst of new curriculum reform, reflecting its important position. Teachingbase on life, which is highly concerned about the connection between theworld of students’ life and the world of books, asks our teachers toestablish the thought of "life education", applying living life to the rigidclassroom, integrating knowledge into real life, turning life resources toteaching and learning resources, and combining living, teaching andknowledge.This paper preliminarily explored the theory and practice of scienceteaching based on life by using the method of literature analysis,education experimental research and action research. First, the paperanalyzed the needs for science curriculum implementation and problemsof traditional science teaching, stressed the significance and necessity ofconducting practical research on science life-based teaching in juniormiddle school, and summerized the current research state of the scienceteaching based on life at home and broad. Then, the paper defined thebasic important concepts of life and teaching base on life, looked forthose theories such as living educational theory, STS(science，technologyand society)theory and recent develops the area theory as the theoreticalbasis for the paper. Base on these theories, this study designed basic thought and processabout teaching base on life in science classroom of junior middle school,elaborated how to carry out teaching based on life in science classroomfrom three aspects: first one was introduction of the classroom based ondaily life—constructing studying situation by using the phenomenon,experience or examples from daily life, creating life problem situation byusing the interesting stories, creating life-based teaching situation byusing multimedia animation; second one was teaching content based ondaily life—making hard knowledge to easily grasp, using teachinginformation which based on students’ life in the textbook, expanding theteaching content of the textbook which relating to students’ life; third onewas exercises after class based on daily life—consolidating and applyingthe knowledge through finishing homework after class and taking part inextracurricular activities. According to the metioned teaching strategies,specific life-based teaching cases were developed, and applied toclassroom instruction.In order to exploring the teaching effectiveness of life-basedteaching in science classroom, two classes were selected as subjects and aterm experimental study was conducted. The experimental class wastaught by life-based teaching cases in three different lessons which werenew lessons, revision lessons, experiment lessons while the comparativeclass was taught by conventional teaching. The results showed thatlife-based teaching effectively stimulated students’ interest in sciencestudy, improved learning situation of the classroom, enhancedstudents’classroom participation. Besides, teaching based on life had apositive impact on science learning achievement and the ability to solvepractical problems.