The Practice And Application Of Life-oriented Teaching In Senior High School Biology Class

China's new round of education curriculum reform has began to attach importance to the connection between the content of the course and real life.Currently,part of senior high school Biology class still stays aloof from real life,however,the implementation of life-oriented teaching is conducive to improving the classroom atmosphere which in the past was dull and lacked teacher-student interaction,and it effectively cultivates students' ability to solve the real problems by the knowledge of Biology.This topic is devoted to the practice and application of life-oriented teaching in senior high school Biology class,striving to make the Biology class out of the blind zone in which students lose contact with real life and providing some ideas for the practice of the life-oriented teaching in Biology class.The writer carried out a three-month teaching practice,taking five parallel class of senior grade one in a key middle school in Chongqing northeast as the research object,the general high school Biology textbook Molecular and Cell published by People's Education Press as the teaching material,questionnaire,case study and empirical research as the research method.The research is carried by the example of class.And several misconceptions about the life-oriented teaching in senior high school are listed to make appropriate analysis and review.On that basis,closely connected with the content of textbooks,five teaching strategies of life-oriented teaching are summarized: 1)select resources of life-oriented teaching,creating real life situations;2)establish the relation between subject knowledge and social life;3)emphasize experimental teaching;4)set life-oriented assignments to learn to practice in real life;5)pay attention to the “jobs related to Biology”,providing reference for students' career choice.A questionnaire and examination were implemented to explore whether the life-oriented teaching would influence high school students' attitude towards Biology learning,figure out what influence it will be and whether it would improve students' academic performance.The result is as follows:The result of the questionnaire showed that students had significant changes in learning interest,learning attitude,learning behavior,application of biological knowledge,expectation for biology course and influence on personal development after the life-oriented teaching.The proportion of students who have interest in learning biology has risen from nearly 70% to 85%;students who correct their learning attitude,from 56.03% to 79.61%;students who become more self-disciplined,from 50.19% to 74.62%;students who utilize biological knowledge to solve the problem,from 41.25% to 76.92%.And those who deem Biology knowledge important and want to continue Biology learning in the future also rose to 64.61%.All the students from five classes improved significantly by analyzing the academic achievement scores after the implementation of life-oriented teaching.From the academic test results,the grade point average(GPA)and pass rate of each class has improved: the GPA of the five classes increased from 55.52 to 63.44,passing rate from 30% to 72.31%.T-test demonstrated that there were dramatic differences in academic achievement scores before and after the practice.The practice manifests that life-oriented teaching can arouse students' enthusiasm for learning,cultivate and stimulate their learning motivation,and also has some positive influence on correcting learning attitude and improving learning habit.This strategy is also beneficial for students to take their initiative to test the knowledge that is learned in textbook,and review the importance of Biology,and improve their academic performance to a certain extent.