Research On The Penetration Of Healthy Life Education In High School Biology Teaching

Since ancient times,health has always been the goal that people pursue,and healthy life behaviors and habits are closely related to personal health.In view of the many unhealthy lifestyles and habits in high school at this stage,there was a lack of systematic knowledge of healthy life education,and there was no systematic research in this area in China.Therefore,this article discussed the teaching principles and strategies of permeating healthy life education in high school biology teaching.The results were as follows:1.From the analysis of high school biology curriculum standards,it is concluded that the nature,philosophy,core literacy and curriculum structure of biology curriculum were inherently consistent with healthy life education.Using healthy life evaluation indicators to analyzed the compulsory high school biology textbooks,it was found that the compulsory biology textbook contained a large number of entry points for healthy life education and was distributed in each chapter;most of the columns in the compulsory textbook contained entry points for healthy life education and covered 6 dimensions of healthy life.2.Taking 496 high school students from 3 middle schools in Changsha City as the research objects,the status quo of their healthy living standards was investigated.The results of the student questionnaire showed that some students had a higher standard of healthy living,but some students had a lower standard of living;students showed significant differences in various dimensions,and were better in disease prevention,smoking cessation,safe medication and environmental protection.However,there were deficiencies in reasonable diet,exercise,personal hygiene and mental health,especially in the two dimensions of personal hygiene and mental health.The results of the teacher questionnaire showed that most biology teachers recognized the importance and necessity of healthy life education,and believed that it was feasible to infiltrate healthy life education in biology teaching,but a small number of biology teachers did not have enough knowledge of healthy life education to implement it.The tendency was lower.3.Based on the above analysis,the teaching principles such as the combination of normal teaching and infiltration education,theory and reality,and system and science were put forward;the accompanying teaching links were clarified,randomness was enhanced,and teaching evaluation was used cleverly to promoted Teaching strategies such as effectiveness,implementation of individual counseling,strengthening of pertinence,carrying out thematic class meetings,and highlighting the purpose of teaching.Taking "Aging and Death of Cells" as an example,a teaching case was designed to infiltrate healthy life education in biology teaching.A 4-month intervention experiment was carried out in two parallel classes in the first grade of high school,which were used before and after the semester.The scale measured the healthy living standards of students.The results showed that the total score of healthy life and the scores of various dimensions of the experimental class had significant differences in the pre-and post-tests,while the control class had no significant differences between the pre-and post-tests,indicated that the penetration of healthy life education in biology teaching had obvious effects.There were still some shortcomings in this research,such as: the sample range,level and quantity of the questionnaire survey were relatively small;only the relevant content that penetrates into healthy living in the compulsory high school biology textbooks was analyzed;there may be a certain gap between teaching design and actual teaching,etc.In response to these shortcomings,I will further expand the scope and sample size of the questionnaire survey;broaden the scope of text analysis;design more scientific and reasonable teaching cases to provide references for the combination of high school biology teaching and healthy life education.