The Exploration Of Infiltrating Ecological Landmarks In High School Biological Teaching

In recent years,more and more attentions have been paid to the construction of ecological civilization.New vocabularies such as “Green Future”,“Ecological Landmark” and “Eco-Promenade” continue to emerge,indicating people’s expectations of ecological society.In the face of nature,mankind has changed from ignorance to indiscriminate deforestation,to the transitional use of resources,to the proper use of resources and the harmonious coexistence with nature.Human have entered a new stage by following the path of ecological civilization.Young people are the main force for the future development of the country,especially middle school students.Their mental development,outlook on life,and world outlook are at a critical period of development.Good ecological education is paving the way for the country’s future.Biological science is a discipline that studies the law of life activities and the interaction between biology and nature.It possesses the unique advantages of conducting ecological civilization education.Through the study of biology,it cultivates the students’ awareness of ecological civilization and makes students have concept of sustainable development and responsibility of protecting environment.In this article,the author introduces the new material “ecological landmark” as a teaching resource into the biology classroom,Wetland Ecosystem as an example,studies its penetration in high school biology teaching.First of all,the questionnaire survey method is used to estimate the understanding and application of ecological landmarks among teachers and students,and to determine the current status of the application of ecological landmarks in connection with the investigation of network resources,and to consider the design of corresponding penetration schemes.Then according to their own teaching situation,two classes in Yiwu No.4 Middle School were chosen as the research object,and the content of ecological landmarks were added in the classroom teaching to perform a four-month teaching practice.Finally,students’ biological knowledge is tested through subject tests,and the level of ecological literacy before and after the two classes is measured in the form of scientific compositions.The results of both reflect that ecologicallandmarks are effective in the biological classroom of high school students.The results of teaching practice show that the penetration of ecological landmarks in the high school biology classroom promotes students’ knowledge of biology while improving students’ ecological and civilized qualities and enhancing students’ sense of social responsibility.In addition,according to the problems in the process of coaching,the author put forward suggestions on the penetration of ecological landmarks in the biological classroom from three aspects: schools,teachers,and parents,and provided a reference for future teacher work.