High School Biology "Genetics And Evolution" Life-oriented Teaching Strategy Research

Life-oriented teaching is a new way that emphasizes the connection with life.Its essence to focus on personal experience,including the introduction of life into the class and the use of knowledge in life.It conforms to the laws of high school students’ physical and mental development,and also adapts to the constructivism theory of learning and the recent development zone theory.It can mobilize the initiative of students and comprehensively enhance the quality of students.Life-oriented teaching is the best teaching way to cultivate "a man of action"now.The study of life-oriented teaching in various disciplines has been widely carried out,including theory and practice.However,in China,life-oriented teaching combined with the "genetic and evolution" module has not been reported.Therefore,this paper focuses on the exploratory research of biology "genetic and evolution" life teaching strategy.I will do this research from the following two aspects.The first is theoretical research.1.view the life-related teaching literature,understand the definition of life-oriented teaching,theoretical basis and research status.2.analysis the teaching textbook "genetic and evolution",including the structural system,teaching objectives and teaching materials.According to the analysis:(1)the content of teaching materials close to life and even relates to human.(2)based on the discovery of genetic history,associated with the content of life,the teaching materials build a knowledge system that regards genetic information as the center.(3)life-oriented teaching has great effect on the goal of teaching.3.This paper designs and analyzes three life—oriented teaching strategies.After analyzing the case of science history teaching "DNA is the main genetic material",the case of PBL teaching "cross breeding and mutagenesis breeding",the case of CBS teaching"companion inheritance".I prove that the possibility of carrying out life-oriented teaching way in "genetic and evolution".Followed by empirical research.This paper mainly focuses on the application of life-oriented teaching strategies in the "genetic and evolution" modules,and the main results show that:1,students believe that"genetic and evolution" teaching is more difficult.Most students learn this part just for examination.but students full of interest in some parts of"genetic and evolutionary".2.96.39%of students believe that life-oriented teaching has a positive impact on student learning,there are 88.29%of students think it is necessary in the "genetic and evolution" module to use life-oriented teaching.3.In teaching,teachers use life-oriented teaching,but students rarely use the knowledge to solve practical problems.The main reason is that students rarely pay attention to life.4.67.57%of studenits believe that life can help "genetic and evolutionary" learning,while"genetic and evolution" can also change the student life.Obviously,life-oriented teaching have a good effect on students and teachers,and also make great difference on "genetic and evolution" teaching.Therefore,the results of this paper can make up for the lack how to use life-oriented teaching method in "genetic and evolution" module.At the same time,designing the typical teaching case can also provide reference for the teaching of "genetic and evolution".