Practical Research On The Cultivation Of Life Concepts In High School Biology Teaching

According to the newly revised biology curriculum standards,students' key competencies should be implemented in senior high school biology teaching.The key competencies of biology is the purpose of high school biology curriculum.The four elements of biology key competencies are the overall goal of teachers to carry out classroom teaching.The concept of life,as the first of the four elements,has a great educational value in biology teaching.In this paper,the two concepts of life have been studied,which is very important in practical teaching.This paper mainly uses literature research methods,questionnaire survey methods and case analysis methods.Through questionnaires and interviews,we found the main problems in the cultivation of the concept of life at this stage.From the perspective of students,their cognition of biological concepts is biased;in terms of learning methods,students learn directly through teachers' explanation rather than constructing knowledge independently.From the perspective of teachers,most teachers adopt traditional teaching methods and do not focus on the concept of life in class.In terms of teaching evaluation,teachers mostly use test questions evaluation,which is relatively single.The paper puts forward relevant teaching strategies based on the problems.At the same time,we conducted a semester of teaching practice.The objects of this experiment is two classes in senior high school,class 7 is the experimental class and class 8 is the control class.In the pre-test,the levels of students in the two classes is basically the same.In the education experiment,the two classes have the same teaching time and teaching plan.In terms of teaching strategies,the experimental class mainly adopts some targeted strategies based on life concepts,such as the combination of science history and independent construction,concept map strategy and model construction strategy,etc.The control class adopts traditional teaching method.After a semester,we evaluate the level of students' understanding of the concept of life through students' daily performance and related test results.Through daily conversation with students in two classes,it is found that the students in the experimental class can better understand the core concepts in the textbook and apply them flexibly.Design related questions around the concept of life and analyse students' answer.From the result of test,the average score of the experimental class is higher than that of the control class(5.97),and the improvement of the experimental class is more significant.In addition,according to the analysis of students' performance at different levels,the proportion of high grade in the experimental class is 41.25% and that in the control class is 30.33%,which indicates that the teaching around the concept of life for high group students improved significantly.Through analyzing,the teaching has a good effect by focusing on the concept of life.To cultivate students' life concept,teachers and students should pay attention to the formation process of the concept of life.In the process,the role of teachers is particularly important.Before class,teachers should analyze the entry point of life concept,adopt diversified teaching strategies to stimulate students' initiative,and pay attention to the development of students at different levels.In terms of teaching evaluation,we should try our best to adopt diversified evaluation methods,such as classroom questions,interviews,daily records and test questions,which is aimed to students' development in an all-round and multi-angle way.The results show that teachers can improve students' understanding of biological knowledge and help students form corresponding the concept of life.