A Study On The Permeation Of Life Concept Education In Biology Classroom Of High School

Object: The high school biology curriculum is one of the important courses in the field of science,and the core literacy teaching in the biology department is the core of the new round of curriculum reform.The concept of life is the most characteristic dimension of biology discipline in the core literacy of biology.It is the understanding and sublimation of the core concepts of biology after obtaining of the scientific thinking and of the research ability for students,and is also the indispensable key ability for students to have social responsibility.Through the analysis of the college entrance examination questions and the interviews with the first-line teachers,this paper puts forward the methods and strategies for the students’ life concept education in the classroom,and carries on the teaching practice and reflection.For senior high school biology classroom infiltration of life concept teaching to provide a certain reference.Methods: This study mainly adopts literature research method,text analysis method,interview method and action research method.Through consulting the literature,we can systematically understand the connotation and significance of biological core literacy,understand the significance and research status of life concept,and use the method of text analysis to analyze nine sets of biological papers in national volumes I,II and III from 2017 to 2019 according to the new curriculum standards and the research results of various research scholars on life concepts.The biology teachers of No.1 Middle School in Shihezi City were interviewed about the problems of life concept in classroom teaching.Two classes with similar overall level were selected for comparative experimental teaching research,and the relevant data were collected for data analysis to obtain the corresponding conclusions.Results: The content,level and content concept of life concept in the national volume of2017-2019 are examined and analyzed.In general,the proportion of life concept content in structure and function view in the national volume of the three-year new biological curriculum standard is high,and the examination level of life concept is on the rise.In this paper,the author gives an interview and analysis on the life concept content teaching in biology classroom for senior high school biology teachers in Shihezi No.1 Middle School.However,there are some difficulties in practical implementation.The teaching practice was carried out in two parallel classes of grade two in Shihezi No.1 Middle School.The analysis of students’ final grade shows that compared with the class students in conventional teaching,The experimental class students’ understanding and mastery of the contents of life concept are more accurate,and the teaching practice of life concept has achieved good teaching effect.Conclusion: The penetration education of life concept in high school classroom plays an active and effective role in students’ accurate understanding and mastering the relevant contents of life concept.Teachers can use different teaching strategies to actively carry out the education of infiltrating the concept of life in the classroom,and so that to make the core literacy teaching proposed by the new curriculum standard be better into the actual teaching work.