Practical Study On Penetration Of ESD In Biology Teaching In Junior Middle School

“Education for Sustainable Development(ESD)” is an ideology that teachers impart the knowledge about the theory and ideology of sustainable development to students in specific teaching process. The main target is to make students realize the significant of the harmonious development, and consciously practice the ideology in their daily life. The junior middle school period is the key time to students to form habits and values. There are plenty of materials about ESD in biology teaching. To penetrate ESD within biology teaching has an important meaning for students to form sustainable development and better habit.To understand the real status about the knowledge, attitude and behavior level of students, the researcher takes the students in three classes of Grade Seven in Changling, Jilin Province as a symbol to do this research. Before the study started, researcher acquired some level of the knowledge, attitude and behavior about sustainable development from those symbol students. Then according to the real situation, researcher permeated ESD by different teaching strategies in the course of Biology in the first semester in Grade Seven. After the first semester, the research made the ending task for those symbol students.The consequence showed that before permeating ESD, the cognitive rate about sustainable in whole students is 40.74%, the correct rate of attitude is 61.66%,the correct rate of behavior is 52.57%. From the data we can see the whole sustainable development in realistic knowledge, attitude, behavior level is not ideal in those students, but around 60% of those students are willing to change the behavior about sustainable development. According to the actual situation,and on the basis of the “The Standard of Biology Course in Compulsory Education(2011 Edition)” and Volume One of Biology in Grade Seven, the researcher used some teaching strategies such as exploration, experience incircumstances, autonomic-cooperate learning for sustainable development.After one semester, the students’ cognitive rate increased from 40.74% to86.16%(P<0.01), the correct rate of attitude increased from 61.66% to 87.89%(P<0.01), the correct rate of behavior promoted from 52.57% to 79.32%(P<0.01). These data showed that students elevate the knowledge, attitude and behavior level about the sustainable development. It is indicated that using ESD in biology teaching is suitable and valuable. The conclusion from this research has some realistic meaning for teachers paying more attention to the ideology of sustainable development in biology teaching, and for students raising biological science literacy.