Research On The Practice Of Biology Teaching In Junior Middle School Based On The Concept Of Life

The new curriculum reform advocates the educational concept of "people-oriented".Education focuses on students' "learning to survive,learning to live".The concept of life is in line with the educational requirements of the new curriculum reform and the curriculum goal of "paying attention to students' existing life experience" in the biology curriculum standard of junior middle school in compulsory education.By popularizing health knowledge,deepening teaching content and exploring the relationship between biological knowledge and life,it should be beneficial for students to actively seek knowledge and learn deeply,so as to improve the effectiveness of learning.The author makes a questionnaire survey on the current situation of teachers' life-oriented teaching and students' life-oriented learning.The sample of the questionnaire comes from 196 junior high school students and 55 biology teachers in the internship school where the author works.The teacher questionnaire includes three dimensions: teachers' professional accomplishment,teaching attitude and implementation status quo,and interviews some teachers to interview their suggestions on life-oriented teaching and the resistance in the process of implementation.The student questionnaire includes three dimensions: students' learning attitude,learning experience and learning achievement.According to the investigation of the current situation,there are some problems in life-oriented teaching,such as teachers' lack of in-depth understanding of life-oriented teaching,limited materials for teachers to dig up life materials,insufficient in-class and extra-curricular teaching activities,and there is a certain gap between students' expectations and the real junior high school biology classroom teaching.Based on the investigation of the current situation and theoretical analysis,the author carries out practical research and puts forward the hypothesis that life-oriented teaching is beneficial to improve the effectiveness of students' learning.In order to eliminate the interference of irrelevant variables on the analysis of the results,through the analysis of the differences between the opening examination and the pre-questionnaire,we chose the control class which had no significant difference with the experimental class for experimental comparison.The author carries on the daily teaching to the experimental class,while the control class carries on the routine teaching of the text by another teacher.Through the post-test score analysis and the later questionnaire analysis,the post-test scores of the experimental class and the control class were significantly different from those of the control class(P < 0.05).In addition,there are some changes in learning attitude,experience and results between the two classes,and the P values of the three aspects are 0.041,0.045 and0.037 respectively,that is,there is a significant difference.According to the results,it is concluded that the implementation of life-oriented teaching can improve students' learning cognition and knowledge understanding,and at the same time,life-oriented teaching has a positive impact on students' learning attitude,experience and achievements of biology,that is,life-oriented teaching can improve the effectiveness of biology in junior middle school,the hypothesis holds..As a result,the author summarizes the implementation of life-oriented teaching suggestions: put forward life problems,carry out classroom activities,and establish immediate contact,design application expansion,and a variety of assignments,in order to improve the shortcomings of the current teaching situation.And summarize the in-depth learning content of the textbook knowledge,so as to provide teaching reference for life-oriented teaching.