Strategy And Practice Research Of Infiltrating Disease Prevention Education In Biology Teaching Of Senior High School

Since the reform and opening up,China’s reform and development in the field of health has made remarkable achievements,and people’s health level has been continuously improved.However,it is also faced with new challenges brought by industrialization,population aging,younger major diseases and changing lifestyles.In order to solve these problems and improve people’s health level,the Central Committee of the Communist Party of China and the State Council issued and implemented the Outline of "Healthy China 2030" Planning on October 25,2016,which is the action plan to promote the construction of healthy China by 2030.The outline pointed out that we should adhere to the prevention-oriented and promote a healthy and civilized way of life.In the chapter of "Strengthening health education",it mentioned that we should focus on primary and secondary schools,establish the promotion mechanism of school health education,and construct a health education model combining teaching and educational activities of related disciplines.Biology is a discipline that studies the phenomenon of life and the law of life activities.It’s unique subject attributes make it have a lot of disease-related knowledge,which is a good platform for penetrating disease prevention education.The penetration of disease prevention education in high school biology teaching can guide students to establish self-health awareness and form a healthy lifestyle,so as to improve their physique,which is of great significance to the lifelong development of students.223 students in a senior high school in Fuyang City,Anhui Province were selected as the research subjects.The basic physical condition and disease prevention knowledge,attitude and behavior status of the students were investigated by questionnaire survey.The results showed that the students’ health status and related knowledge,attitude and behavior were not very optimistic.At the same time,six first-line biology teachers were interviewed to understand their views and suggestions on penetrating disease prevention education in the classroom.On the basis of students’ questionnaire survey and teachers’ interview,combined with high school biology textbooks,situational teaching strategies,life-oriented teaching strategies and cooperative learning strategies are put forward,and the above strategies are used to guide the design and implementation of teaching cases.teaching practice is carried out in the senior one(1)and senior one(17).At the end of the semester,the penetration effect of disease prevention education is detected by interview.It is found that students’ knowledge of disease prevention has been improved,and most students will use the acquired knowledge of disease prevention to guide life.It is also found that the infiltration of disease prevention knowledge in the classroom helps to improve students’ interest in biology.The following conclusions are drawn:(1)It is necessary and feasible to infiltrate disease prevention education in high school biology classroom;(2)Infiltration of disease prevention education in biology class is conducive to improving students’ health level;(3)Infiltration of disease prevention education in biology class is conducive to improving students’ interest in biology and core literacy;(4)Life-based teaching,situational teaching and cooperative learning strategies can effectively improve the effect of disease prevention education.In view of the existing problems in practical teaching,the following suggestions are put forward for teachers,Teachers should deeply excavate the materials related to disease knowledge in textbooks;Teachers should pay attention to the accumulation of knowledge about common diseases in daily life;inclusion of disease prevention education in teaching objectives;the primary and secondary relationship between the original teaching task and disease prevention education should be clarified;The way of disease prevention education can be broadened through extracurricular activities such as knowledge lectures and comprehensive practical activities.