The Application Of Life-oriented Teaching In High Schol Biology Classroom

The ultimate goal of education is to achieve people’s all-round development.However,for a long time,the teaching form of China’s secondary school education is obsolete and the teaching content is divorced from reality,which limits students’ multidimensional and all-round development.In recent years,the pace of China’s education reforms has accelerated,and many advanced teaching models have emerged.“Life-oriented teaching” is one of them.“Life-oriented teaching” refers to the teaching work that is based on real life.It connects the subject knowledge with practical application to the greatest extent,and emphasizes the use and development of students’ existing experience.While biology is a natural science,biotechnology has developed rapidly in the 21 st century,and biotechnology achievements have also been closely related to human life.Launching “Life-oriented teaching” in the high school biology classroom not only conforms to the teaching concept proposed by the new curriculum standards,but also helps Students develop practical inquiry skills and enhance their subject quality.This study uses the literature method,questionnaire survey method,interview method,and experimental method.It is conducted in two parts: theoretical research and empirical research.The purpose is to propose strategies for the effective implementation of “living-to-life teaching” in the current problems in high school biology classroom teaching.And through the teaching practice to test,according to the practical effect and then put forward reasonable suggestions.On the basis of a large amount of literature reading,the author first elaborated on the concept,theoretical basis and development status of “living-oriented teaching”.Then,taking a practice school as an example,a questionnaire survey was conducted on the status of teaching in high school biology classrooms.The survey results showed that the implementation of “life-oriented teaching” was not effective,and highschool biology classrooms were often boring and boring,making students feel tired of learning.In response to these problems,the author proposes specific strategies for the “life-oriented teaching” in high school biology classrooms: first,prepare for life before class;second,the life of the teaching process(introducing life,exploring life,comprehending life,and learning life);Third,the teaching evaluation of life;Fourth,including the history of science in detail,interesting classroom activities and other “life-oriented teaching”teaching methods.In addition,this study also used “Molecules and Cells” as an example to design the second chapter,Section 5 “Inorganic substances in cells” and Chapter 5,Section 3 “The main source of ATP—cell respiration”.teaching sample.In order to verify the teaching effect of the “life-oriented teaching” teaching model,the author selected three parallel classes at the practice school,of which two were experimental classes,one was a control class,and conducted Five-month “Life-oriented Teaching” Teaching Practice in Experimental Classes.In this process,the author did the following work and reached the relevant conclusions:(1)Conduct two biological study interest surveys before and after the semester for the experimental class and the control class,among which,the analysis of variance of the biology learning interest of the experimental class before and after the comparative semester.In the middle,the P value was less than 0.05(sixth shift P=0.043;seventh shift P=0.011),while the control class had a P value of 0.391 in the biological learning interest variance analysis before and after the comparative semester,indicating that the development of“life-oriented teaching” could be improved.Students’ interest in learning biology.(2)During the teaching practice,staged interviews were conducted with the experimental class and the control class,respectively.The results of the interview showed that the implementation of “life-oriented teaching” gradually changed the learning attitude and motivation of the experimental class students to a positive direction.(3)At the end of the semester,the biological literacy test was conducted on the experimental class and the control class,and the test scores of the two experimental classes were compared with those of the control class.The analysis of variance showed: experimental class(sixth shift)and control class.There was a significant difference in academic literacy test scores(P=0.003),and there was a significant difference in academic literacy test scores between the experimental class(seventh shift)and the control class(P=0.002).It shows that the implementation of “life-oriented teaching” in the high school biology classroom is helpful for students’ cultivation of biological literacy.The development and implementation of "life-oriented teaching" is conducive to students’ all-round development.It is a teaching mode that conforms to the concept of the new curriculum.However,the effective implementation of this teaching model requires teachers to be highly effective.Therefore,teachers should pay attention to the improvement of professional qualities.Schools should also regularly provide relevant training for teachers.This study can provide teachers with reference for preparing lessons in future.The promotion of curriculum teaching provides strength.