Practical Research On Teaching Strategies Of Life-oriented Biology In Senior High Schools

With the continuous in-depth development of the new curriculum reform,various new courses and teaching models emerge one after another,including life-oriented teaching.Life-based teaching fits the cognitive characteristics of high school students and can reverse traditional education and teaching concepts.It is essential to transform the previous knowledge-centered test-oriented education model.However,at this stage,it is the exploration and practice of high school biology life-oriented teaching.It is relatively inadequate,so it is necessary to study the life-oriented teaching of biology in high school.First of all,using the literature research method to interpret the concept of life-oriented teaching of biology,learn about the current research status of life-oriented teaching,analyze many related theories and research results,and lay a theoretical foundation for the research.On this basis,a questionnaire was designed to investigate the current situation of life-oriented teaching.The survey results showed that the implementation of life-oriented teaching was not good,but most students expected a life-oriented teaching method.Therefore,according to the subject characteristics of biology and the development characteristics of high school students,the basic principles to be followed in high school biology life-oriented teaching are put forward,and three implementation strategies for life-oriented teaching are determined-new courses are introduced into life,and new courses are taught in life.,Homework layout and life.In accordance with the chapters,we summarized and sorted out the materials for daily life of the "Steady State and Environment" module,and designed two specific teaching cases to show the implementation process of life-oriented teaching.In order to determine the practical effect,three classes in the second grade of the No.1Middle School in Dexing,Jiangxi Province are selected as the research objects.Before and after the implementation of life-oriented teaching,investigations on learning interests,behaviors,and ability to use knowledge are carried out,and they are discussed through classroom observations and student interviews.The implementation effect of life-oriented teaching.The results show that high school biology life-oriented teaching can improve students' ability to apply knowledge and connect with the reality of life,increase students' learning interest and learning initiative,enhance recognition of biology subjects,and improve students' learning before,during and after class.behavior.