Research And Application Of Authenticity Situation Creation In Senior High School Biology Teaching

New standard of senior high school emphasized the biology education should be in line with real life,proposed to develop science literacy in biology,and demanded that students were able to utilize all the biological concepts,principles and methods they had learned into life,practice and individual decisions.Only to focus on life experience and feeling of high school biology learners,set learner-centered environment in real and complicated social life condition,could we better enhance the study and growth of students.In order to train students who serve and contribute to the society,high school education should tighten the touch with the world they lived in,so that they can enjoy the happiness of learning in a kind and real way.The current education mode,however,blindly pursuit high scores.Most of the teachers,under the pressure of entering college,paid too much attention to explanations of concepts in textbook and taught biology subject based on recitation.This mode debilitated students’ interests in biology.Biology was simplified as a subject that could get high scores through memories and lacked scientific logistic beauties.Thus,targeted on how teachers attracted students’ interests in biology and made them realize biology is a subject related to social production with scientific logic beauties,encouraged teachers to set students’ own life experience as lesson material into real scene so as to make students realize that biology is a science closely related to life,research was carried as followed:1.Trough researching the documents,this paper had summarized domestic and overseas general situational teaching studies,and then probed into situational teaching studies according to Dewey’s "learning by doing" Theory,Tao Xingzhi’s life education theory,constructionism learning theory and Situational cognitive learning theory.2.Through investigation researching,this paper has investigated the condition of high school students’ learning and teachers’ authentic situational teaching,and concluded the necessity and feasibility of setting authentic situation.3.through analyzing biological textbook,on the basis of sorting out the authentic situational materials in the textbook,this paper has researched the principles,strategies and problems that need attention in creating authentic situations,and carried out high school biology practice based on the authentic situation,and analyzed the students’ test scores to draw conclusions.The results showed that setting authentic situation conformed to the trend of international education and was in line with the current biological curriculum standards proposed in the current national curriculum reform,and it was a teaching method that can effectively improve the core literacy of students’ biology.The biology class practice with the authentic situation should be carried out under the guidance of the corresponding theory.And the statistical analysis of the students’ test results also showed that the class practice with the authentic situation can effectively improve the teaching effect of biology.In summary,through learning in the biology class with authentic situation,students was able to develop the their interest in biology,change the learning attitude towards biology,improve the learning methods.Biological knowledge was no longer the learned by students through recitation,but through deep thinking combined with life examples.Students would learn to transfer knowledge into application and achieve learning to apply,and they could get better scores in the test.This also showed that setting authentic situation was of practical value in high school biology teaching.The creation principle,strategy and theoretical guidance in setting authentic situation could also provide theoretical basis for teachers.Setting authentic situation in biology teaching also enriched practical content for research of setting situational studies.