A Study On The Infiltration Of Career Education In Junior High School Biology Teaching ——Take Biodiversity Knowledge As An Example

The new round of curriculum reform requires to strengthen the cultivation of students' quality education and pay attention to the development of students' core quality of biological science,among which the integration of social hot spots into biology teaching in senior high school is the most direct embodiment to meet the curriculum reform.It is the requirement of the new curriculum standard and the product of the rapid development of the new era to develop the social hot spots as the curriculum resources of biology teaching.Therefore,this study is committed to the deep integration of social hot spots and biology teaching in high school.Taking hotspot knowledge of biodiversity as an example and combining with high school biology content,it is expected to explore the impact of social hot spots on students' biological science literacy in high school biology teaching.(1)Use literature reading and analysis to clarify the research background and significance of integrating biodiversity knowledge into biology teaching in social hot spots,and summarize the research status at home and abroad as well as the definition of biological social hot spots and biodiversity by analyzing relevant literature and combining with the research purpose of this paper.(2)Questionnaires were prepared for teachers and students to analyze the application of biodiversity knowledge in biology teaching in senior high schools.The questionnaire results show that the student stays at a teacher's knowledge of biodiversity in the hot information relevant to the interpretation of textbook knowledge,and the attention is very low,the teachers and students in teaching activities into biodiversity hotspot recognizes the value and effect of knowledge,teachers and students in the transmission and access to biodiversity hot spots there are varying degrees of difficulty when knowledge: Teachers are subject to the limitation of class hours,students are subject to the limitation of access and exam-oriented education pressure.(3)In view of the problems highlighted by the investigation,the author proposes strategies for integrating hotspot knowledge of biodiversity into biology teaching in high school,including: three screening principles of hotspot knowledge of biodiversity,timeliness,scientificity and suitability principles;The way to acquire and integrate hotspot knowledge of biodiversity into biology teaching is to use multimedia wechat,application soft lecture and website to obtain information,and integrate into classroom activities,test question creation and educational practice activities.(4)Based on the selection principles and access to biodiversity hotspot materials,and based on the content and theme of the New Curriculum standard of high school biology,the author screened relevant biodiversity hotspot knowledge,and based on the course selection and class selection mode of the practice school,opened the biodiversity hotspot knowledge expansion course and carried out teaching practice research.With the help of special lectures,case teaching and research activities,the hotspot knowledge of biodiversity is organically integrated with the contents of high school biology textbooks.(5)After the development course,detection of biodiversity in hot social knowledge into the teaching activities,the effectiveness of application for students using questionnaire,involving the "attention" "feasibility" "correlation" "application meaning" four dimensions,in view of the teachers adopt the way of interview,the results showed that the biodiversity hot spots in the series of knowledge by expanding class teaching activities,Teachers and students to improve the consciousness of social hotspot,biology hot attention,accepted the biodiversity hotspots in biological teaching activities,the feasibility of the identity of biodiversity hot spots and closely related to the high school biology teaching materials of knowledge,and that biodiversity hot spots of knowledge into can greatly increase the interest in biology study.The research results show that it is an inevitable trend of current education to integrate biology hotspot knowledge into biology teaching activities,which meets the demands of front-line biology teachers and greatly improves students attention to social hot issues,thus helping students to enhance their interest in biology and stimulate their awareness of exploring hot issues.