The Research On Biology Classroom Teaching Life-oriented In Senior High School

The New General High School Biology Curriculum Standards(experimental)attaches great importance to the link between biological teaching and life. Its basic concepts reflect that the classroom teaching adaptation has become an inevitable requirement of classroom teaching. However, there are still some problems in the current high school biology classroom teaching. For example, the teaching contents focus only on the teaching materials and theoretical knowledge with little consideration of the students’ real life.In the process of teaching,the classroom atmosphere is boring and teachers are of absolute authority. The ultimate teaching goal neglects the cultivation of students’ ability of emotion, attitude and values, which leads to a lack of the vitality of life in the class. The basic reason for these problems in biology class is that the classroom teaching has been separated from the student’s real life.In view of theses problems, the paper takes students from three classes in the second grade and makes a practice research on the classroom teaching adaptation of high school biology subject. The study firstly makes a survey through questionnaire to know the present situation of the high school biology classroom teaching adaptation.The questionnaire reveals that the current teaching contents don’t have close relation with the students’ real life, the students’ classroom life is boring and there are too much distance between teachers and students, teachers pay little attention to students’ future development and they also attach little emphasis on the development of the students’ scientific literracy. Based on the above situations, the paper attempts to carry on the classroom teaching adaptation of high school biology subject through following three ways: firstly, make a connection between the teaching contents and students’ real life.Secondly, pay close attention to students’ classroom life. Finally, pay close attention to students’ future development. The study also supports above each method with some specific classroom teaching cases. The paper explores how to conduct the classroom teaching adaptation in high school biology class by observing and analysizing students’ classroom response so as to find a learner-centered classroom teaching method to improve students’ scientific literacy.On the basis of biological classroom teaching adaptation, the paper makes the evaluation on the teaching effect primarily through questionnaires, classroom observation and interviews. The results shows: 1. Students are looking forward to the biological classroom teaching adaptation and their interest in learning as well as sense of accomplishment in learning has been improved. 2. Teachers pay attention to the students’ classroon life can improve students’ learning motivation and happiness in learning. 3. Students can form a positive attitude towards life and improve the quality of life when they get a good emotional experience. Concerning all these factors,conducting the classroom teaching adaptation in biology class in high school is very necessary, feasible and effective. The study also provides a good experience for the classroom teaching adaptation in biology class in high school.