The Practical Study On The Safety Education Penetration In Junior High School Biology Teaching

Penetration safety education in biology teaching in junior high school is not only the rule of natural existence,the need of social development,but also the necessity of educational development.Based on this,this paper tries to infiltrate the contents of safety education in the middle school biology teaching in rural areas,with a view to improving the safety consciousness of local students and mastering the self-protection skills.On the basis of clarifying the purpose of this study and combing the relevant literature,the present situation of safety education in Xiguan Middle School in Pingtang County is understood by “the individual Safety Cognition scale”,Fully excavating the materials of safety education in biology teaching materials of junior high school,The strategies and ways of biological infiltration safety education in junior high school are put forward.The independent sample T test was used to compare whether there were significant differences in safety consciousness,safety attitude,safety behavior and safety knowledge between the experimental class and the control class.The influence of infiltrating safety education on the students was analyzed.After the final test,the biological scores of the two classes were compared and the influence of osmotic safety education on students' biological performance was analyzed.Finally,the effect of infiltrating safety education is evaluated.The practical results show that:(1)The safety awareness of the students before practice is relatively weak,and thebehavior of dealing with security problems is poor and needs to be improved.(2)A lot of materials about safety education are implied in the biology textbook ofjunior middle school,which shows that safety education has advantages inbiology teaching.(3)After practice,the experimental class was significantly improved in safetyawareness(P=0.006<0.01)and safety attitude(P=0.000<0.01),and significantlyimproved in safety behavior(P=0.016<0.05).Experimental classes practice insafety consciousness,safety attitudes,safety behavior before and after the threedimensions of P values were 0.044,0.012,0.002,significant or extremelysignificant difference,and that in comparative classes practice before and afterthe three dimension P values were 0.063,0.517,0.627,no significant difference,the penetration of safety education in biological teaching practice is effective.(4)Practice after the experimental classes and that in comparative classes in the foodsafety,drug safety,first aid,safety,security,puberty knowledge of laboratorysafety,responding to natural disasters and other inspection P values were 0.012,0.027,0.007,0.025,0.007,significant or extremely significant difference,itshows that the students in the experimental class have a good grasp of safetyknowledge.However,the difference between sports safety knowledge(P=0.093)is not significant,indicating that the penetration of security knowledge is notcomprehensive and there is room for improvement.(5)In the experimental class and the control class,the average scores of students'final biology scores were 57.2 and 56.9 respectively,while P=0.900>0.05 forindependent sample T test,and no significant difference in biologicalperformance.It shows that the implementation of education has no significanteffect on students' biological learning achievement.To sum up,safety education can improve students' safety awareness,correct safety attitude,form correct safety behavior,and help enrich students' safety knowledge by infiltrating safety education in theoretical,experimental and extracurricular activities of junior high school biology.And does not affect the student's biology study achievement.Therefore,it is feasible.