Practical Research On Constructing The Concept Of Life In Biology Teaching In Senior High School

Education in the 21 st century is facing new challenges.In order for citizens to adapt to the life of the information age in the future and meet the new needs of career development and personal self-realization,in recent years,many countries and organizations have carried out research on "core literacy" to answer the question of "what kind of person to cultivate".In recent years,the core literacy of senior high school curriculum reform has become a research hot spot,and biology is also carrying out the "core literacy of biology" research.Biology core literacy is an important part of core literacy system,which is conducive to cultivating students' scientific spirit,aesthetic taste,physical and mental health,and social responsibility.The core literacy of biology has four dimensions: life concept,scientific thinking,scientific inquiry and social responsibility.Biology has its own uniqueness: the object of study is life,which is related to the development of human beings,and the life concept is the most unique quality of biology.It is urgent to cultivate students' core biological quality.Therefore,this study is devoted to the analysis of the connotation of life concept and the teaching strategies of constructing life concept in senior high school biology.This study designs teaching cases of constructing life concept in order to enrich the teaching strategies and cases of constructing "life concept" and provide reference for teachers.On the basis of clarifying the concepts and connotations of life concept,this paper analyses the connotations of life concept including structure and function concept,material and energy concept,balance and steady state concept,evolution and adaptation concept,system concept,information concept,bioethics concept and ecological concept,and finds the support in the content of biology teaching in senior high school.A questionnaire survey was conducted among 40 front-line biology teachers on the status quo of life concept construction.The results show that 100% of the teachers think it is necessary to construct life concept in biology classroom.However,because most of the biology teachers in senior high school have not clarified the connotation of life concept at present,more than 50% of the teachers think that the biggest difficulty in building students' life concept is to achieve the small goal of life concept to connect with teaching content,and 18% of teachers think that under the current evaluation model of college entrance examination,there is not much assessment of life concept,so there is no corresponding teaching measures in teaching.Based on the existing research results and according to the content of Molecule and Cell,a compulsory biology course in senior high school,this paper elaborately designs four teaching cases of "Protein-the main undertaker of life activities" and "division of labor and cooperation within organelles-systems",and after three months of teaching practice,uses student questionnaires and interviews.This paper evaluates the teaching effect from the dim.of students' interest in learning biology,attitude,motivation and the four level of life concept.The post-test data show that the teaching effect has been significantly enhanced,and the construction strategy for teaching content selection is effective.These strategies include sorting out the anchoring points of facts corresponding to the concept of life,setting up the real situation,focusing on student activities,conducting concept teaching,skillfully using the history of science and setting up the task of modeling,etc.The construction of the concept of life is not accomplished overnight.It requires every biology teacher to persist for a long time and implement the core quality of biology into every class.This paper is mainly composed of two threadbars: one is based on the author's own understanding,in-depth analysis of the connotation of the concept of life,which provides a theoretical basis for front-line teachers to construct students' concept of life;the other is based on the content of high school biology curriculum,put forward strategies to construct students' concept of life,and designed typical teaching cases.It makes the teaching of constructing the concept of life operable.