Practical Research On The Life-oriented Teaching Of Biology In High School

The "Basic Education Curriculum Reform Outline(Trial)" mentioned that we should pay attention to students’ life experience and integrate teaching and life.In order to implement the spirit of the "Outline",the Ministry of Education has formulated the "General High School Biology Curriculum Standards(2017 Edition)".One of its basic concepts is to emphasize practice in the teaching process.Among them,the core literacy of the biology discipline also points out the biological requirements in more detail.Integrate student life.Shandong Province has implemented a new college entrance examination plan from the 2020 college entrance examination.Biological education is also facing brand-new opportunities and challenges.The life-oriented teaching of biology in high school can attract more students to choose biology as the subject of the college entrance examination,which makes the biology subject more advantageous than other subjects.This article is based on the relationship between knowledge and practice in Marxist philosophy,situational learning theory,Dewey’s life education theory,Tao Xingzhi’s life education theory,through the literature method,questionnaire survey method,interview method,mathematical statistics method and case analysis method.Practical research on the life-oriented teaching of biology in high school.The author makes use of network resources and the school library,firstly through the literature method to consult doctoral and master’s theses,journals,newspapers and works to collect information on the theory and practice of life-oriented teaching,and sort out the status quo and concepts of life-oriented research at home and abroad.Investigate the status quo of life-oriented teaching and learning in high schools in Jining City.The research shows that the teachers and students of Jining City have a positive attitude towards life-oriented teaching,but there are still problems in the implementation of life-oriented teaching.Existing problems: Biology teachers do not have a deep understanding of the concept of life;there are problems in the development of biological life teaching resources;the teaching process is modeled;there are few extracurricular activities;the evaluation method is single and the evaluation is ignored.Analyze the cause of the problem and construct a five-step strategy for life-oriented teaching.Strategies: Introduce life examples and elicit course content;ask questions about life and guide students to think;organize teaching activities based on life situations;internalize theoretical knowledge and build a knowledge system;return knowledge to life and develop biological literacy.Select three lessons from the compulsory high school biology textbooks published by the People’s Education Edition for life-oriented case design,and implement them with the help of educational practice.Taking senior two students from the No.1 Middle School in Qufu City,Jining City as the practical object,25 of the two parallel classes in the ordinary class were used as the experimental class,and the 26 class was used as the control class.The experimental class conducts life-oriented teaching,and the control class conducts traditional teaching.Combining classroom behavior observations,off-class interviews and results,analysis and reflection on practical effects,and finally concluded that the implementation of life-based teaching has a positive impact on biology teaching.