Research On The Construction Of Life Oriented Biology Classroom In Senior High School By Using The Resources Of Hakka Area In Western Fujian

"Biology Curriculum Standards for Ordinary Senior High Schools(2017 Edition,revised in 2020)" suggests "Development and Utilization of Curriculum Resources" : "Students' living resources should be fully utilized to form a close connection between biology curriculum learning and actual life".Since China put forwarded the strategy of cultural power,it was particularly urgent to excavat and develop hakka local resources in order to inherited our excellent traditional culture.Therefore,this paper studies and discusses the application of resources in biology class in western Fujian Hakka area.Based on constructivism learning theory and multicultural education theory,this study adopts literature analysis method,questionnaire survey method,interview method and case study method,takes curriculum standards as the criterion,and takes human-education high school biology textbook as the center to construct life-oriented biology classroom.The main research content has the following five aspects: First,expounds the topic selection reason,current situation,research purpose,method and so on.Second,it expounds the related concepts and basic theories of the hakka resources in western Fujian and life-oriented biology classes in senior high schools.Third,selected part of the students in the Hakka area of western Fujian to conduct a questionnaire survey,the results show that: students did not had a high level of cognition of the resources of the Hakka area of western Fujian,but most of the students are interested in the resources of the Hakka area of western Fujian,and look forward to the resources of the Hakka area of western Fujian into the biology classroom;Some teachers were selected to conduct interview survey to understand the current situation of biology classes in senior high schools in The Hakka area of Western Fujian,and analyze the reasons behind the current situation,as the follow-up data support for subsequent teaching practice.Fourthly,on the basis of collecting and selecting a large number of materials,the author explores the resources that could be combined with biology in high school from the biological resources,food resources,folk songs and proverbs resources of the Hakka area in western Fujian,and gives suggestions for implementation.Fifthly,according to the principles of teaching design,differentiated teaching practice is carried out in the experimental class and the control class.After a semester of teaching,the level changed and differences of the students in the two classes in the four dimensions of "learning interest","learning attitude","social responsibility" and "Hakka inheritance" are analyzed.Through the teaching practice and the analysis of the practice effect,the following two conclusions can be drawn: 1.It is of great significance and feasible for teachers to organize and process the resources of The Hakka area in western Fujian and use them to construct the high school biological life-oriented classroom;2.Using the resources of biology curriculum in hakka area in western Fujian to construct biology life-oriented classes in senior high school can not only effectively help students acquire knowledge,improve their enthusiasm for learning,enhance their sense of self-identity,but also enhance their sense of social responsibility to protect and inherit Hakka culture.Through the investigation,practice and discussion on the integration of hakka resources in western Fujian into high school biology classroom,we hope to attract the attention of hakka biology teachers and other subject teachers in the application of hakka resources in western Fujian,and provide some reference for their teaching practice and research.