| The education reform along with China's growth has also provided inexhaustible impetus for China's progress.However,traditional education can no longer meet the needs of national development for talented people,and a series of acute social problems have arisen due to youth's disregard for life,poor social viability,and their inability to obtain happiness.Faced with this situation,the education sector urgently needs to deepen the reforms and strengthen the cultivation of students in life education,survival education,and live education in a targeted manner so as to promote the students to develop in an all-round way and become high-quality comprehensive talents for the country's socialism.Modernization contributes."Three-person education" emerges in this social context,starting with the three aspects of life,survival,and life.It helps students establish correct life values,improve social adaptability,and develop good living habits.This study summarizes the formation,development,essence,and research status of "three-person education" and finds that the application of "three-person education" in junior high school biology teaching is still insufficient.Therefore,this study analyzes and studies the implementation strategies of "Life Live Living Education" in junior high school biology teaching from the perspective of application.Based on the theoretical basis of constructivist learning theory and knowledge and belief practice model,combined with practical teaching experience,junior high school students are designed from the top level.Material education infiltrates the strategy of " Life Live Living Education ".The goal is to use teaching strategies to optimize ordinary biology courses so that they have the ability to improve students' "Life Live Living quality."By analyzing literatures,practicing in junior high school biology teaching and investigating,this study completed the strategy of infiltrating "Life Live Living Education" in junior biology teaching.Using this strategy,I had designed a junior biology course that infiltrated the "Life Live Living Education" and successfully implemented in junior high school teaching.In order to verify whether this teaching strategy can be implemented and play an expected role or not,I had designed the experiment.The experiment took the students of the second grade,two grades of junior middle school as experimental subjects,set up the experimental group and the control group,used the teaching strategy designed in this study to optimize the ordinary biology courses,and formed the junior biology teaching program infiltrated “Life Live Living Education”.The teaching program requires teachers to restrain their own behaviors in accordance with the requirements of the "Life Live Living Education" and use the model demonstration teaching method to demonstrate to students consciously in the teaching process.When designing a course,teachers are required to conduct targeted curriculum design based on the students' personality characteristics and learning conditions.In the experiment process,different course plans were adopted in the experimental class and the control class.After the teaching was completed,chapter tests were performed in both classes to evaluate the teaching effect.The experimental results show that the passing rate of students in the experimental class and the control class in biological science literacy is not much different,and in the “Life Live Living literacy”,the passing rate of experimental class students is significantly higher than the control class,which concluded that This teaching strategy of infiltrating "Life Live Living Education" in junior biology teaching is practical,It can exert the expected results in practice,and can meet the knowledge of "Life Live Living Education" on the premise of cultivating students' biological science literacy and translate into concrete actions for students,improved the student's "Life Live Living literacy."This study implements a comprehensive development of the educational concept,which is conducive to the promotion of quality education in place of exam-oriented education and meets the needs of national development for comprehensive talents.At the same time,it has practical significance.It has enriched the application research of “Life Live Living Education”,provided experience to launching the “Life Live Living Education” in junior high schools and provided help for solving some problems in society. |
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