Research On The Cultivation Of Life Care Education In High School Biology Teaching

Life care education is an important link in student quality education and an important measure in high school biology teaching.Based on the research results and progress of other scholars' life care education,this article sorts out and defines the concepts and theoretical basis of life care and life care education.The cluster sampling method was used to study the 6 students in the first grade of Gongzhuling Experimental Middle School in Jilin Province as the research sample,and the questionnaire method and statistical analysis method were used to analyze the current situation using the questionnaire of high school students' life care awareness and status quo questionnaire.High school students' life care awareness and status quo,according to the survey results,put forward the cultivation strategy of life care education in high school biology teaching.Using the case study method and the simulation teaching method,the two courses of “Differentiation of Cells” and “Aging and Death of Cells” are selected from the compulsory 1 module of the “Public Biology” textbook of the ordinary high school textbook of the People's Education Edition,combined with the relevant suggestions of “Teacher Interview Outline”.Carry out integration to form an example of instructional design that penetrates life care education in high school biology teaching,and provides a reference for the penetration of life care education in biology teaching.The relationship between high school biology teaching and life care education under the core literacy system of biology disciplines: starting from the nature of biology courses,it has certain connection and interoperability;Strong subject penetration and cross-cutting;from the perspective of the course content of biology teaching,it has strong subject dependence and homology.Under the theoretical guidance of “Life Concept” and “Social Responsibility” in the core literacy of biology,life care education constitutes a dual stable pattern of biology teaching and penetration of scientific literacy.Teachers carry out classroom teaching based on the core literacy of biology Life care education has a good theoretical guidance and practical direction,and it is also a further sublimation of life care education.Therefore,according to the guidance requirements of the core literacy of biology,this study determined four dimensions of life care: “Perceive of Life” with the goal of understanding the meaning of life,clarifying the true meaning of life,and understanding the meaning of life care;“Experience of life” with the goal of life development process,identification of the appearance,change and disappearance of life;“Awe of Life” with the goal of caring for oneself,caring for others,and caring for all things;“Encourage of Life” with the goal of life gratitude education and life will education.The research results and conclusions are as follows: it is an important task of quality education for students to establish correct values of life;infiltrating life care education in the biology teaching process of ordinary high schools has strong subject guidance and connection;in the core literacy of biology subjects the two concepts of “Life Concept” and “Social Responsibility” are inextricably linked to the penetration of life care education;the life care awareness of high school students is generally at the upper middle level;students are in “Perceived Life” and “Experience Life”.The overall performance in terms of dimension is not as good as the two dimensions of “Awe of Life" and “Excited of Life”;the importance of family on life care education,the richness of life care education resources in the family,the school's life care education as a measure of student quality Grades of students attach great importance to biology courses,students' preference for biology courses,and the learning methods of biology courses have a very significant impact on some aspects of students' life care awareness(p <0.01).In order to better penetrate life care education in the course of high school biology teaching,corresponding teaching suggestions and cultivation strategies are proposed according to the results and conclusions of this research.Teaching suggestions:(1)Life care education should be a lifelong education that accompanies students;(2)It should follow the characteristics of high school biology curriculum to penetrate life care education efficiently;(3)Enrich school life education resources and strengthen teachers' awareness of life education.Cultivation strategy:(1)Based on the core literacy of the biology discipline,attaching importance to the orientation of the biology curriculum standards;(2)Launching the teaching of biological concepts and constructing a democratic teaching strategy;(3)Arranging the teaching hours reasonably,focusing on diversified teaching evaluation.In addition,the author found some deficiencies in the investigation of student questionnaires,teacher interviews and life care education in the mining of high school biology courses,and provided support and reference.