Applied Research On Cultivating Life Concept In Biology Teaching In Junior High School

At present,the development of students’ core qualities is an important measure for the implementation of morality education as the ultimate belief,and it is also the goal and direction for deepening the curriculum reform of basic education.The curriculum and teaching of various disciplines are the basic ways to form the core qualities of students’ development.The core qualities of disciplines are an important part of the development of students’ core qualities.Biological key competence include four aspects: life concept,scientific thinking,scientific inquiry and social responsibility.Among them,"life concept" refers to the abstraction after observing life phenomena and its interrelationships or characteristics.It is the post-emergent view of people after empirical investigation.It is a consciousness,concept,and method of thinking that can understand or explain biological events and phenomena.It is the basic content of biological key competence.In order to strengthen the training of students’ life-concept as a core quality in junior high school biology teaching,this research is based on the research status of biological key competence domestically and abroad.Based on the analysis of life concepts and related theories,the investigation method was used to determine and investigate the 8th grade students of Zhun Ge’er Qi Ethnic Junior High School in Ordo from the following aspects: the degree of understanding of the biological key competence,the degree of understanding of life concepts,the degree of clarity of the life-related knowledge concepts,and the ways in which they wish to obtain knowledge of the life concepts.Combining with the existing major problems,taking the teaching practice of the eighth edition Biology of the People’s Education Press as an example,the teaching approach to cultivate students’ life concepts in junior high school biology teaching was discussed.After the practical research is completed,to investigate the students’ life concept and attitudes,etc.Then teachers’ and students’ interviews were used to analyze the effectiveness,existing problems and causes of the research.This research has found:First,prior to the practical research,students’ understanding of biological key competence disciplines was generally low;students who had a good understanding of “life concepts” accounted for only 9.09%;and over half of the students hoped that teachers can cultivate life concepts in biological classroom teaching.The student’s clarity degree(53.40%)of the life concept in the eighth edition Biology(People’s Education Press)is not high;however,the vast majority of students(93.18%)believed that it is important to cultivate life concepts in junior high school biology teaching.The survey results showed that although students are aware of the importance of life concepts,but they have poor understanding of the connotation of life concepts and related knowledge.Secondly,a series of teaching cases was designed and implemented for cultivating students’ life concepts in different classes based on the junior students’ cognitive level and comprehension ability,the general principles of training life concepts in junior high school biology teaching,and combined with the characteristics of the content in the eighth edition Biology Second Half(People’s Education Press).The teaching cases of cultivating students’ life concepts in different classes pointed out that it is an effective way to cultivate students’ sense of life concepts under the guidance of the new curriculum standards in the teaching of biological experiments,through classroom teaching and extracurricular activities by consciously strengthening the education.Thirdly,the results of the survey and interviews after the practical research found that students’ understanding on biological key competence disciplines and their understanding of life concepts have improved substantially,students who had a very high understanding accounted for 34.09% and 37.50% respectively.The level of understanding of the specific content of life concepts has also increased significantly,from about 42.00%-60.00% before practice to about 63.00%-85.00%,and can provide more biological examples,and the degree of understanding has deepened.It showed that the cultivation of life concepts for a period of six months has achieved certain results,but how the knowledge of life concepts is transformed into competence is still a long-term training process.It will also require the joint efforts of schools,families,and society.This research can provide certain reference materials for front-line biological teachers to emphasize and strengthen the core literacy education of the discipline,to promote in-depth understanding of the content system in life concepts,and to comprehensively improve students’ life concepts.