A Practical Study On Cultivating Environmental Awareness Among Junior High School Students Based On Case Teaching Methods ——Take The Beijing Normal University Edition Of The First Volume Of The Seventh Grade Biology Book Of Junior

In May 2021,the UNESCO report "Learning for the Planet" released a new goal to make environmental education a core component of the teaching curriculum in all countries by 2025.The current environmental education in junior high schools has not been given high priority,and there are problems such as teachers’ lack of environmental education awareness and single teaching method.This paper is dedicated to studying the use of case teaching method to improve the teaching effect of environmental education in junior high school biology and to cultivate students’ environmental awareness.This study includes the following contents: First,the background,overview,concept definition and basic theories of "case study teaching to cultivate students’ environmental awareness" are reviewed in the light of literature.Secondly,in order to understand the actual situation of environmental education,a survey was conducted with the help of questionnaires and interviews with all seventh grade teachers and all biology teachers in a junior high school,and the current problems were analyzed in terms of the status of environmental education and the use of case teaching method.Third,in order to carry out the teaching practice research smoothly,we grasped the environmental education objectives in the curriculum standards in advance and analyzed the setting of environmental education contents in the textbook of the seventh grade of biology of the North Teachers’ University edition.Fourth,two parallel classes of a junior high school in a city were selected and randomly divided into experimental and control classes.The experimental class used the case teaching method to infiltrate environmental education;the control class mainly used the lecture method to infiltrate environmental education,and the teaching schedule and content were kept the same as the experimental group,and students’ environmental awareness was measured and analyzed by questionnaires after teaching,and combined with the prepared biology environmental knowledge test questions and students’ school performance The effect of the teaching experiment was evaluated.Fifthly,summarize the results of the research and draw conclusions,and make reflections and prospects.Through the practical research,it was found that:（1）after the teaching experiment,the mean value of environmental awareness of students in the experimental class was higher than that of the students in the control group,and there was a significant difference between the mean values of environmental awareness of the two classes;therefore,the rational use of the case teaching method to penetrate environmental education can improve students’ environmental awareness.Looking at each dimension separately,the mean values of the two dimensions of environmental knowledge and environmental attitude in the experimental class were higher than the corresponding mean values in the control class,but the difference between the two classes in the dimension of environmental behavior was not significant.（2）From the scores of environmental knowledge test questions in biology in the two classes,the experimental class was higher than the control class,and there was a significant difference;therefore,the use of the case-based teaching method to develop environmental awareness promoted students’ learning of environmental knowledge in biology at the same time.（3）From the results of the current survey,it is clear that there is still a need to improve teachers’ attention to the cultivation of environmental awareness at this stage of junior high school biology teaching.In conclusion,this study explores the role of case teaching method in cultivating students’ environmental awareness in more depth,enriches the teaching cases and research ideas.