Strategy And Practice Of Introducing Positive Psychology Into Biology Teaching In Junior Middle School

Biology is one of the basic disciplines of natural sciences,and it is a science that studies life phenomena and the laws of life activities.Middle school biology teaching is a process in which teachers guide students to learn biological knowledge and conduct experiments,and it is also a process in which nature is connected with the reality of production and life.In this process,students' knowledge and abilities are improved,and the formation of behavior habits,outlook on life and values ? ? are also affected.Junior high school,the beginning of compulsory education,and the beginning of post-Qi high school education,is an important learning stage in life,which has an important impact on the growth of middle school students.However,the physical development of junior high school students is just in the puberty period and has its special physiological and psychological characteristics.Therefore,junior high school biology teaching needs to combine the psychological characteristics of students,and effectively teach in accordance with the requirements of the curriculum standards,so as to make them have good "biological scientific literacy and humanistic spirit,innovative spirit and practical ability,international vision and national spirit,social A person with a sense of responsibility,life planning ability and a positive and healthy attitude towards life.Positive psychology is born out of the "humanism" of psychology,focuses on the positive side of people,and focuses on tapping people's potential.If positive psychology is applied to junior high school biology teaching,because it is based on believing in students' self-realization ability and focusing on the stimulation of students' abilities,it is expected to enhance students' self-confidence in learning and improve the quality of learning.However,there are few reports about relevant research at present.Based on the study and understanding of the characteristics of junior high school biology,the physical and mental characteristics of junior high school students,and the nature of positive psychology,the author of this article has carried out research on the strategy and practice of introducing positive psychology into junior high school biology teaching,combined with the teaching work of this number of years.This research takes the junior high school biology teachers and students from 4middle schools in Liupanshui City,Guizhou Province as the research objects,and uses questionnaire surveys,individual interviews and action research methods to carry out survey analysis and teaching practice.The survey results of the status quo of biology teaching in junior high schools show that there are the following main problems in biology teaching in junior high schools in Liupanshui City: some teachers set a single teaching goal;teaching design and teaching evaluation methods are not rich;more than half of the students have interest in biology courses,classroom experience and participation The degree is average;the school biology activities are carried out less frequently.Through teacher-student interviews,it is clear that the main reason for the problems is the lack of good teacher-student relationship,rich teaching design and positive teaching evaluation.On the basis of investigation and analysis,guided by psychological theories,a junior high school biology teaching strategy that introduces positive psychology is constructed.That is to use the three core contents of positive psychology-"positive emotion","positive personality" and "positive social organization relationship" to improve the three influencing factors of the problems in junior high school biology teaching-teacher-student relationship,teaching design and Teaching evaluation,thereby improving the quality of junior high school biology teaching.After constructing a teaching strategy based on positive psychology,on the basis of compiling teaching(practical)cases,taking the second-year students of Guizhou Liupanshui Experimental No.1 Middle School as the experimental subjects,taking a class in the second-year junior high school as the experimental class,and introducing positive psychology Method of teaching;another class in the second grade is used as a control class,and traditional teaching methods are used.At the end of the semester,a comparative analysis was carried out on the final examination scores of the biology class and the satisfaction of students' courses.The experimental results show that after the introduction of positive psychology in junior high school biology teaching,(1)the final exam scores of experimental class students increased by 8.70% compared with the previous semester,and there was a significant difference between the two(p<0.05);(2)The final score of the control class was 0.51% higher than that of the previous semester,but there was no significant difference between the two(p>0.05);(3)The experimental class and the control class had significant differences in their satisfaction with biology courses,and the experimental class had significant satisfaction Higher than the control class;(4)The experimental class is significantly lower than the control class in negative coping styles.The research results show that the introduction of positive psychology into junior high school biology teaching is positive and effective.The results of this study provide an experimental basis for the application of positive psychology in junior high school biology teaching,and have reference and reference value for the reform of middle school biology teaching.