Introduction Of Eco-landmark To Biology Teaching In Senior High School

With the innovation of science and the development of the industrial,the level of human productivity has continued to increase,the economic benefits are accompanied by serious ecological problems.While thinking about economic development and ecological protection,people began to pay attention to ecological education.Biology is a basic subject in the natural sciences that studies the laws of life and life activities,and is closely related to ecological education.This paper analyzes 66 typical Eco-landmarks established by Guizhou government from the perspective of teaching resources.Three representative cultural Eco-landmarks were selected for infiltration teaching in biology class of senior high school.The attitude of 26 teachers and 222 students towards Eco-landmark as teaching resource were investigated in the form of a questionnaire in Tongren senior high school;Two parallel classes are selected as the control class and the experimental class.Through the two-month teaching practice combined with the test scores,to understand the influence of students on biological knowledge,ecological awareness and behavior,and to detect the influence of infiltration teaching of Eco-landmarks on ecological education and biology teaching.The survey results show that through the infiltration of Eco-landmarks teaching practice in the biological class,students in the experimental class scored 3.9151 and 2.9667 higher than those in the control class,the independent sample T test of ecological awareness and behavior measured before and after the experimental class was P=0.003,there were significant differences in students,ecological awareness and behavior.Therefore,this paper analyzes the advantages and disadvantages of Eco-landmark teaching infiltration at present,as well as the adjustment and preparation for teachers and schools,so as to provide references for future teaching practice.