Research On The Life-oriented Teaching Of Biology Injunior Middle School ——Taking The Seventh Grade As An Example

The new round of curriculum reform has been implemented for many years,and the most basic teaching concept of the new curriculum to change the biology curriculum is to "pay attention to the connection with real life",so "life-based teaching" came into being.Life-oriented teaching is to take the existing practical experience of students as the starting point,pay attention to the connection between life and knowledge,and achieve the practical application of learning,and teachers and students participate in and develop together in teaching activities.This teaching method not only contributes to the physical and mental development of students,but also closely links life and education,so that students know that knowledge originates from life and can effectively apply knowledge to real life.In the teaching of biology,students can use the ways of thinking,and ideas they have learned to solve problems in real life while learning biological knowledge.At present,the educational theory of life-oriented teaching in China has become more mature,and the number of research results closely related to it is relatively large.However,the number of practical studies related to the teaching of biological life in junior high schools is relatively small,and the research at this level still needs to be deepened.In view of this,this study starts from the perspective of "junior high school biology" and hopes to supplement this research.First of all,on the basis of analyzing the literature,the paper analyzes the research status at home and abroad,and expounds the relevant concepts and theories of life-oriented teaching.Secondly,from the two dimensions of teachers and students,the investigation of 105 grade one students and 6biology teachers in Erlianhot X Middle School,to understand the status quo of life-based teaching.Thirdly,based on the investigation of the implementation status of life-oriented teaching,three teaching cases are designed,and the teaching practice is carried out,and the practical effect is analyzed.The main results are as follows:（1）Through the survey of teachers and students,it was found that students’ understanding of the teaching of biological life was insufficient.In the teaching process,more under the leadership of teachers,learning and experimental operations are carried out,and there is no experience of life-oriented teaching that is close to life and connected to life;Through teacher interviews,it was found that although most teachers claimed to be carrying out life-based teaching of biology courses,due to the lack of examination system and teaching resources,the living-based teaching method did not break through the traditional teaching concepts and methods.（2）From the research on the teaching practice of biological life in junior high schools,it is found that the implementation of life teaching in the biology classroom has improved students’ understanding and mastery of biological knowledge to a certain extent,and improved their practical application ability,and they can better understand the biological phenomena in daily life in depth and rapidly.This shows that the teaching of biological life in junior high schools is conducive to improving students’ enthusiasm for learning biology and improving students’ learning ability.The analysis results after the practice of life teaching prove that the practical application of life teaching has improved students’ biology achievements to a certain extent,and the scientific and reasonable implementation of life teaching helps students understand and apply life knowledge,and students’ learning enthusiasm and achievements have had a greater positive impact,and most students can accept and affirm the role and value played by life teaching.