| Biology takes the phenomenon of life as the object of study, so the classroom of study and study should be full of the emotional appeal of life.. The new curriculum standards also emphasize the use of students’ own life experience, and guide students to solve real problems encountered in real life. There are still: biology teaching and student life separation, biological teaching method of a single and students lack of life experience. The life teaching is the student’s life experience, the student’s study with the daily life contact, stimulates student’s study interest, the student’s main body.This paper mainly adopts literature analysis method, carries on the analysis to the current research of the life oriented teaching, and through a questionnaire survey of the Urumqi City, the second in the junior high school living creature teaching situation were summarized in this paper, through case method of teaching practice.At the beginning of the semester in order to understand the use of Urumqi City II students to the teaching of material life and the level of awareness of students about life basic knowledge and life oriented teaching in the first-line teaching, so that it can find to meet the students love the life teaching strategies, questionnaire investigation, and disclose information to students, make the students realize that the key to solve the problem of life is biological knowledge, to stimulate students’ learning motivation.The results show that:(1) the teaching method of biological classroom is single.(2) in the choice of the contents of the biological teaching and life, the teachers and students concerned have different degrees of attention.(3) teachers in the selection of teaching content, teachers will relate to teaching the actual starting most just out to let the students master the knowledge points, and not considered to allow students to use the knowledge to solve practical problems.(4) teachers’ awareness of the weak in the development of practical teaching.For second life oriented teaching and the status quo and the existing main problems, I in the access to a large number of literature and its nearly a year practice teaching from experience based on the proposed can improve the life teaching of junior middle school biological strategies. Semester application life teaching strategies for classroom teaching, to the life experience of students as teaching resources, selected life of teaching content and student’s life experience, to import new lesson content, Lenovo life, heavy and difficult to crack, imagine life situation to apply what they have learned, from digression to improve the living is the main teaching methods used in this study.In order to provide the basis for the evaluation of the biological life teaching effect of junior middle school students, the students’ attitude to the students’ living teaching attitude and the students’ knowledge of the biological knowledge of the related life were investigated.The results show that the implementation of the teaching of life is good for the full exploitation and the utilization of the material resources, and the students generally accept and agree with the value of the teaching method of life.Introduce students familiar with the living examples and data in biology class, help to stimulate students’ biology learning interest and motivation in learning, improve student learning initiative and enthusiasm to help students better understand the content and training students to solve practical problems in life. The teaching of living things can active classroom atmosphere, let the students take the initiative to participate in the teaching activity, is conducive to improve the students’ classroom participation enthusiasm. |
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