Research On The Life-oriented Practice Of Biological Concept Teaching In High School

From December 1949,"the Chinese people’s political consultative conference common program" in 2017 to the development of the party’s 19 report,according to the educational goal to develop the students core literacy development,social demand for talent by "builders-workers-builders and successors" transformation,with the teaching goals and teaching methods of high school courses in China has been updated.Biology in senior high school,which studies life and the law of life activities,is closely related to the development of social science and the reality of life,so it is necessary to think about how to realize the fundamental task of educating people in senior high school biology teaching.With the in-depth development of concept teaching research,people find that students’ cognition plays a certain important role in classroom teaching,so there are a series of research theories such as concept transformation theory,scaffolding teaching mode,STS teaching mode,which use the existing ICONS of learning subjects to form new concepts.Biology Curriculum Standards for Ordinary Senior High Schools(2017 Edition,revised in 2020)emphasizes the key role of The educational goals of Lide shuren.At the same time,the basic concept also emphasizes that the design and implementation of the course should pay attention to the age characteristics and personal development of students,focus on the big concept,simplify the teaching content,highlight the key points,combined with practical experience,let students start,use the brain,and then help students to discover,analyze and solve problems scientifically and effectively.High school biology has the characteristics of scattered subject knowledge and abstract and rich concept content.It is found in the research that students tend to forget,confuse or incomplete concept system construction in concept learning.In the process of concept teaching,teachers will waste too much energy and material materials for lesson preparation,improper classroom organization occupy classroom teaching time,improper use of content distract students’ learning energy and attention,fail to understand the situation of students,resulting in improper selection of teaching life resources and other problems.Therefore,there are a series of phenomena such as classroom machinery,students’ weak ability to propose,analyze and solve specific problems,decreased interest in learning,decreased learning efficacy and changes in learning attitude.Through literature survey and analysis,this study understands the domestic and foreign research status of concept teaching in life,and provides theoretical support for this research practice.Questionnaire survey,interview and classroom observation were used to understand the basic situation of practice classes and analyze the basic situation of concept teaching in life of students and teachers,laying a foundation for practice.Combined with the preliminary preparation summed up the corresponding teaching principles,methods and strategies.Combination theory with practice induces the concept map list method,modeling method,comparison method,multimedia auxiliary method,image analogy method,the elements of induction,experience the history method,the error correction practice method,experiment to explore the method of concept teaching adaptation method as well as social problems,such as contact concept,the history of science reasoning,reasoning operation concept,case series concepts such as strategy.Then,the basic logic of textbooks,teaching concrete life examples and the concept content of the curriculum standard are sorted out,and the corresponding case teaching is designed.The method of action research was selected to carry out practical research on the proposed methods and strategies,and a control experiment was set up to observe the changes and differences of two parallel classes in learning interest,learning attitude and concept mastery through paper and pencil tests and classroom observation,so as to verify the validity of concept teaching in life.After practice,this paper summarizes and analyzes the following points:First,it pays attention to the effectiveness of life-oriented resources selection and enters the actual life of students;Secondly,we should pay attention to the establishment of scientific and systematic living database,and constantly update and perfect the concept teaching life-oriented teaching design.Third,to improve the teaching wit,pay attention to the generation of classroom teaching resources;Fourth,grasp the connection between concept and fact to achieve the cultivation of biological core literacy.Finally,from the perspective of students,teachers and schools,corresponding suggestions are put forward for the implementation of concept teaching in life.It is expected that this study can enrich the research content of concept teaching in life,provide experience for their own professional development,and provide reference for front-line teachers.