Investigation And Analysis Of Current Situation About Life-Oriented Teaching In The First Volume "Biology" Textbook Of Grade 8

With the development of the society and the implementation of the new curriculum reform,Chinese education has gradually changed from knowledge-based to student-oriented.According to the “biology curriculum standard of compulsory education(2011 edition)”,the biology curriculum of junior high school focuses on cultivating students' biological science literacy,laying a solid foundation for students' development and future social life.The life-oriented teaching starts from the most fundamental purpose of teaching,connects the theoretical knowledge with the life world,and attaches importance to the all-round development of students.This paper studies the current situation of biology life-oriented teaching in junior high school,which meets the requirements of the new curriculum reform and plays a positive role in promoting the cultivation of students' biological science literacy.Specific research contents are as follows:First,this paper studied the first volume “biology” teaching material of grade 8 by PEP edition.According to the junior high school biology 50 important concepts combed teaching content,and put forward the corresponding life-oriented teaching strategies.Secondly,this paper selected 350 students and 27 biology teachers in grade 8 from four schools in Liaocheng and Tai'an City for questionnaire survey,and meanwhile selected 12 teachers from the above schools for interview.The questionnaire survey of students showed that: 1)Among the three dimensions related to life-oriented teaching,the four schools had the highest total scores in the dimension of interest(21.22 points),the middle score in the dimension of knowledge(20.37 points),and the lowest score in the dimension of emotional attitude and values(16.31 points);2)Students of Wenxuan Middle School scored the highest in the knowledge dimension(5.64 points)and the emotional attitude and values dimension(4.96 points),while students of Ningyang No.25 Middle School scored the highest in the interest dimension(5.62 points);3)The analysis of variance of three dimensions showed that the knowledge dimensions of students in four schools had significant differences,and the other two dimensions all had very significant differences.The questionnaire and interview of teachers showed that: 1)81.5% of the teachers had a certain understanding of the life-oriented teaching.Under the pressure of entering a higher school,40.8% of teachers thought that the achievement of teaching students was the most important.2)In terms of the application of life-oriented teaching,96.3% of teachers would collect living examples for biology teaching,but only 11.1% of teachers would organize practical exploration activities based on the content of teaching materials.3)At present,the biggest obstacle to the implementation of life-oriented teaching in junior high school biology is the lack of life-oriented teaching resources.Finally,according to the results of the questionnaire,I put forward biology life-oriented teaching optimization strategies from five aspects: teachers' teaching concept,teachers' teaching practice,teachers' teaching ability,life-oriented teaching resources and school.And according to the optimization strategies designed a specific life-oriented teaching case.It is hoped that this paper can provide a reference for biology teachers in junior high schools and promote the formation of biology life-oriented teaching system.