Status Analysis And Practice Research On The Introduction Of Life Situational Classroom In High School Biology

In the process of teaching,the introduction is the initial step,and the quality of the introduction is directly related to the directionof a class.Especially for the high school classes with great pressure,the introduction of interesting and life-related situations can often get better results.With the orderly implementation of the biology curriculum standards for ordinary senior high schools(2017 edition),the advantages of the introduction of life situational classroom in senior high school biology have been gradually discovered by the majority of educators.However,for most front-line biology teachers of high school,the introduction of life situational classroom is not well used,and most of the teaching is still dominated by exam-oriented education.Therefore,this study expounds the functions,principles and theoretical basis of the introduction of life situational classroom,then combines with the actual situation investigation to find problems and analyze the causes.Based on this,strategies are constructed.Finally,experiments are used to test the effectiveness of strategies.In order to provide a reference for front-line biology teachers in high schools to improve their ability of situational classroom introduction.This paper mainly adopts the methods of literature research,investigation research,case analysis and experimental research to study the introduction of life situational classroom in high school biology class.Through the questionnaire survey of teachers and interviews with students,we can understand the current situation of the introduction of situational biology classes in high school.Some teachers are not professional in teaching.Some teachers have insufficient awareness of the importance of introduction.The method of introduction is boring and single;The introduction content does not fit the life situation;Some students have problems with their ideas;The adverse effects of the educational environment on teachers and students.According to the current situation of the biology introduction of life situational classroom in high school,the internal requirements of biology subject,and the final goal of life situational classroom introduction,the author constructed the following strategies: Improve the professional quality of teachers and enhance the teaching level;Change the teachers' leading cognition,and pay attention to the situation creation;Enrich the classroom to introduction materials,and create interesting classes;Strengthen the classroom interaction between teachers and students and pay attention to students' emotions;Create the life teaching method,improve the teaching effect;Use interesting classroomlanguage skillfully and continuously mobilize the atmosphere.To verify the actual effectiveness,the author mainly adopts methods such as classroom observation,questionnaire survey,performance comparison,the proposed strategy is applied to the teaching experiment,set up the experimental classes and comparative classes,experimental classes using the introduction way of life situation,and comparative classes using the traditional way,by contrast,we found that experimental classes in interest in learning,classroom performance,the cultivation of scientific thinking,social responsibility,the learning efficiency and the final grade is better than that in comparative classes,which prove that the constructed strategy is effective.The last part is the conclusion summary of the above research and the author's reflection on this research.