Study On The Current Status Of Living In Biological Education In Vocational High School

Biology is the science of studying life's phenomena and laws of life.It is the basis of agricultural science,medical science,environmental science,etc.The method for students to acquire biological knowledge not only comes from classroom teaching,but also stems from the accumulation of life practices.As a discipline,biology is both scientific and practical.Only by associating biological classroom teaching with the reality of life can we make the subject full of vitality and truly reflect the principle that “the knowledge comes from life and serves life”.However,the current state of biology teaching in vocational high schools is not ideal.Because biology is not considered as a college entrance examination subject in vocational high schools,students,teachers,and schools do not pay much attention to them.Since biology teaching cannot be closely linked with students' actual life,students' interest in biological learning is not high.In response to this situation,we advocate the implementation of "life-oriented" teaching in the biological classes in vocational high schools.This article starts from two aspects of students and teachers,and studies the life of biology in six vocational high schools in Datong City.The three major subjects of“life-oriented”teaching are:“the life of teaching content,the life of teaching methods,and the life of teaching detection ”.The research dimensions were designed to investigate teachers and students to conduct surveys,supplemented by teacher interviews and analysis of biological classroom cases.Conclusions :1.teachers and students have a positive attitude towards living classroom teaching,and biological education can substantially improve students' interest in learning biology,and encourage students to actively participate in the classroom and experience the fun of learning;2.By living teaching narrowed the distance between teachers and students,classroom atmosphere to form democratic equality,increased the feelings between teachers and students;3.life-oriented teaching has improved the students' ability to apply knowledge in practice so that students can acquire a sense of accomplishment and enhance their self-confidence:4.It helps to cultivate students' core literacy of thediscipline.Life of biology teaching can cultivate students' life concept,understand the law of development of biology,understand the diversity and unity of biology with the concept of life,form scientific rational thinking,respect facts and evidence.,Understanding things in a scientific way of thinking and solving problems in life;5.Improving the teaching ability of teachers,promoting the professional development of teachers,and the daily life of classroom teaching have relatively high requirements for teachers.Each lesson of a teacher must understand the life content of this lesson and the life-oriented teaching that can be taken.Ways to stimulate student interest in the life of the example,only this way teachers can dig out the beneficial materials for the life of the teaching.It can be seen that the implementation of life-oriented classroom teaching in vocational high school biology education is feasible and necessary.On the other hand,in the study,I learned that the current implementation of biological "living" teaching in vocational high schools encountered the following difficulties:one,students are not interested in biological learning;two,students are poorly sourced,it is difficult to mobilize their enthusiasm for learning;three,students are weak in will,lacking Self-confidence;four,School hardware facilities are behind;five,Teachers' own factors are limited;six,schools and teachers do not pay attention to biological sciences.This study proposes an optimized“life-oriented”teaching strategy for the implementation of the life-oriented teaching in vocational high schools,with a view to providing help for future life-based teaching.