Exploration And Practice Of Life-oriented Biology Teaching In Senior High School

With the development of the new curriculum reform,a variety of new teaching methods and teaching concepts are emerging,life-oriented teaching is one of them.Biology is closely connected with life."Focus on the connection with real life" is one of the basic concepts of the new curriculum reform in senior high school.life-oriented teaching meets the basic requirements of the new curriculum standard of biology in senior high school and conforms to the cognitive characteristics of senior high school students,at present,the college entrance examination biology also has the tendency of life-oriented proposition.Life-oriented teaching has changed our traditional education and teaching ideas,and has great significance to the transformation of the past knowledge-centered examination-oriented education model,However,the exploration and practice of life-oriented biology teaching in senior high school is very limited and needs to be deeply studied.This paper defines related concepts by consulting literatures,sorts out the research status of life-oriented teaching at home and abroad,and absorbs many theories and research results about life-oriented teaching.Based on this,a high reliability and validity questionnaire was designed to investigate the current implementation of life-oriented teaching in senior high school from both students and teachers.The results show that the implementation of life-oriented teaching in senior high school has a good foundation,senior high school students and teachers generally support life-oriented teaching,but due to the limited professional level of teachers,inadequate teaching conditions in schools and tight class hours,and many other reasons,the implementationof life-oriented biology teaching in senior high school is not ideal.For these reasons,combining with the subject characteristics of high school biology and the cognitive characteristics of high school students,This paper puts forward the implementing strategy of life-oriented teaching from four aspects: life-oriented teaching goal,life-oriented classroom introduction,life-oriented teaching form and life-oriented homework.At the same time,a detailed teaching case is given in the article to illustrate the implementation process of life-oriented teaching.In order to verify the practical effect of the life-oriented teaching strategy proposed in this paper,this study selects two parallel classes in the first grade of Ruijin No.1Middle School in Jiangxi Province as the research objects.The experimental class uses life-oriented teaching and the control class uses traditional teaching methods,after four months,the results of the two classes were compared and analyzed,and some students were interviewed to evaluate the effect of life-oriented teaching.The results show that there is a significant difference between the experimental class and the control class in biological achievement,and the life-oriented teaching of biology in senior high school helps to improve students' achievement and interest in learning biology,it is helpful to improve students' biological subject accomplishment.This thesis has enriched the content of this research field in China through the exploration and practice of life-oriented biology teaching in senior high schools,and provided references for frontline teachers,and provides the basis and suggestion for the further promotion of life-oriented teaching in Jiangxi new curriculum reform.