Study On Practice Strategy Of Life-oriented Teaching In Senior High School Biology

High school biological teaching adaptation is one of the ten key current new curriculum reforms in high school, whose demand in curriculum standards is in the top row, and it embodies the important position of the modern teaching adaptation. This topic is committed to the practical strategy of life-oriented teaching in senior high school biology under the background of the new curriculum reform for basic education, trying to change the inefficiency and boring classroom phenomenon in current high school biology teaching, improving the effectiveness of teaching as well as the students’interest in learning biology. Therefore, the new teaching in high school biology curriculum can be constantly promoted.The whole essay is composed of six parts.Part Ⅰ:This part mainly describes the background of this research, theoretical and practical significance, domestic and foreign relevant research status and literature distribution issues, and finally, the deficiencies of current research and inspiration exists, points out innovation of this research and presents the research direction and research routes.Part Ⅱ:This part analyses sequentially teaching life, biology teaching life, and biological life of the teaching strategies these three related concepts, uses the methods of literature research, action research and educational practical research, briefly explores the theory and practice of the strategies of high school biological teaching adaptation; summarizes the related theories which support high school biology teaching strategies, and finally for the scope of this study-interpret the compulsory textbook " molecular high school biology with cell" in detail.Part Ⅲ:In this part, I observe and practice teaching face to face in high school biological classes, give a comprehensive analysis on the arrangement of the high school materials, and the new status of the existing problem in high school biology teaching. According to logical order of the before, while and after class, I present and summarize the high school biological teaching life-oriental strategies of teaching content, teaching activity, teaching situation, homework design, to inform readers how to carry out the teaching practice.Part Ⅳ:For there are many different biological teaching life-oriental strategies, I select three more representative ones, the meaning of strategy use, reasons for using this strategy, the implementation of concrete steps, to analyze their using procedures in the form of presentation. And summarize the textbook "Molecular and Cellular", in which content and chapters can be used by this strategy.Part V:In order to verify the merits of this teaching strategy, I selected four classes in Qinzhou No.l middle school as the research objects of this study, have been carrying out teaching practice for one semester. Three of the four classes are the experimental classes, one is the control class. I taught them differently according to types, different forms of content, in the way of life-oriented teaching strategies. Research shows that the use of high school biology life-oriented teaching strategies can effectively stimulates students’interest in studying biology, significantly improves the status of weariness in traditional classroom, and greatly encourages students’classroom participation. In addition, the use of this strategy can help the students get higher scores in biology and achieve the ability to solve practical problems.Part VI:To inform the readers for the next research direction, I summarize and reflect the use of life-oriental teaching strategies in high school biology, put forward the proposed future work on the continuation of this study, as well as provide the basis for teaching reflection.