Practical Research On The Optimization Strategy Of Biological Life Teaching In Junior High School

"Focus on contact with the real life" is one of the basic concept of biology courses, but also an important way to change the traditional instillation teaching. But at this stage of biological life-oriented teaching appeared over the pursuit of life, eager to seek innovative teaching issues in the classroom and ignored the use of refined language of science, the student's life experience and insufficient attention lead to poor interaction between teachers and students. Thus, the study combined with junior middle school students' cognitive psychological characteristics of biological life-oriented teaching strategies to optimize seeks to promote to solve the above problems.This study is based on the PEP(People's Education Press) edition junior high school biology textbooks for the practice to Dongguan, Guangdong Province Zhangmutou Middle School first grade students in two parallel classes for the study, carried out to optimize the biological life-oriented teaching from the following three aspects strategy:First, using literature research, interpret the concept of life-oriented teaching, analyzing the pedagogy and psychology and to master research status of life-oriented teaching, to lay a theoretical foundation for the research; Secondly, to determine the principle of the implementation of life-oriented optimization strategies, analyze the characteristics of junior high school biology textbooks, that is a prerequisite for optimizing life-oriented teaching. The strategies are seizing the opportunity in the classroom in a timely manner to cut social hot spots, everyday situations, life stories as a class instance, using role-playing, game teaching, pictures method abstract concept into life situations, inspiring students association analysis to realize teaching content to life, after school to encourage students to investigate the practice and expand student learning horizons; before and after the teaching practice, through questionnaires, pen and paper test, in the form of classroom observation to understand the students' interest in learning, changes in self-confidence, academic achievement, classroom autonomy speaking situations.The results show:Using Excel2010 statistics and sample T-test analysis of experimental classes and control classes of students, P value on the three dimensions analysis of learning interest, self-confidence, academic achievement are less than 0.05, indicating that the experimental classes and control classes in the teaching practice after there was a significant difference, in which the difference analysis of interest in learning obtained P value of less than 0.01, there was significant difference. Active speaking students' class, the experimental class in the overall number of statements on the initiative has increased to some extent. Description biological life-oriented teaching can enhance students' interest in the biological sciences, to improve students' initiative, and helps to develop the students'self-confidence and enhance the academic achievement.Based on the theoretical and experimental data support, the demonstrated life-oriented teaching optimization strategy has a positive impact on the teaching of biology, it can change students' lax learning attitude towards biology, improve the poor situations of the teacher-student interaction and the students' initiative to learning biological science. However, due to the limited time and practice range, capacity limitations, this study has yet to be further improved. We hope that the research results can provide a reference place for the junior high school biology teaching.