The Application Of Mongolian Ethnic Culture In Biology Teaching In High School

At present,in Mongolia autonomous region,the biology textbooksforInner Mongolian middleschool studentsare all originally translated from the Chinese biology textbooks.As for the contents,there is barely no difference between the Mongolianone and the Chinese one.The only difference is they are teached in Mongolian language.So the contents are not able to show thecharacteristicsof ethnic minorities.And because of the environment and the customs are all different,there are a big regional differences in life experience between the people living in different area in Inner Monglian.The purpose and the significance of theresearch is to make full use of the life experiences and the biological knowledge that are already known by the students from all over the Inner Mongolia by bringing in them to the teaching and practice as course resources.On the one hand,it will enrich the teaching scenarios,making it practical by combine the learning and the real life.On the other hand,it calls for the activeness and positivity of the students,making it easier to take part in teaching activities and deepening the understanding of the biology curriculum value.Mongolians have been growing up in grasslands for generations,living in grasslands,and have bred and created many simple biological local knowledge and Mongolian nomadic culture knowledge.The purpose of this thesis is mainly to analyze and organize the content of curriculum resources related to high school biological knowledge from these knowledge,and to combine these knowledge with the corresponding biological curriculum content through the organization of relevant extracurricular practice,so as to enhance the Knowledge of Mongolian students in classroom teaching and cultivate the ability of Mongolian students to utilize the knowledge of national local biology in their daily life.The study assessed one Mongolian high school students in Chifeng,evaluated the performance during the teaching events which combined the ecological culture of Inner Mongolia and the contents of the biology textbooks.Concluded as follows:(1)I have done a survey among 270 grade1 students from mongolian high school testing their mongolian culture literacy.First of all,according to the statistical results of students' family living conditions,more than half(68%)of the students live in pastoral areas,and32% live in banner county.Up to 96% of students from different regions think that it is important or very important towards their own folk culture.It can be seen that students in both counties and pastoral areas attach great importance to their national culture.But in some specific point of mogolian culture,students frome different region have different opinions.For example,regarding to five domestic animals in mongolian culture,results shows that135 of 186 pastoral area students understand and know very well in the five domestic animals.and only 7 of the 86 students living incounty are familiar with the knowledge.Theknowledge of ethnic culture are mainly coming from their parents(54%),showing the school is still not functionable in this aspect.Students are eager to link their own folk culture and scientific knowledge into the classroom teaching(89%).(2)The author first organized several second classroom teaching(experimental class),to explain to students about the Mongolian nomadic culture content,and finally carry out the "Mongolian national culture and biology department is not related" in-class debate,on this basis,the Mongolian nomadic culture and biological knowledge combined practice teaching,teaching content for the human teaching version of the required 3 "energy flow of the ecosystem",experimental class teaching content integration of the Mongolian nomadculture culture-related knowledge points,control class to carry out regular teaching.The teaching test questions were used to carry out the pre-teaching and post-test ingress of the two classes,a total of four times.The difference in pre-teaching results was not significant(p=0.766),and the results showed significant differences(p=0.022).The results of pre-teaching test of nomadic cultural knowledge problems show thatthe difference is not significant(p=0.67),and the results of the post-teaching test of Mongolian nomadic cultural knowledge questions can be seen to be very significant(p=0.00).(3)The results of data analysis of pre-test and post-test further show that the knowledge of Mongolian nomadic culture can be integrated into the biology classroom,which can strengthen the students' understanding and mastery of biological knowledge,and at the same time,the knowledge of Mongolian national culture can be disseminated by the classroom as the carrier,and the students' cognition of the content of the national culture of the students can be increased.The final Suggestions of this study are as follows :(1)schools,local governments and the ministry of education should strengthen the inheritance and protection of traditional mongolian culture.(2)various related part of the society should make efforts to develop the biological course resources combined with Mongolian folk customs.