Research On The Penetration And Application Of Medical Knowledge In High School Biology Teaching

The medical knowledge system and content structure are extensive and complex,and medical knowledge is related to human life and health.For high school students,their physical and mental health development is inseparable from the correct health concept and basic medical literacy,so although it is difficult to learn medical knowledge,in the process of physical and mental development and value transformation of high school students,medical knowledge education is a good opportunity to promote students’ healthy and all-round development.At the same time,based on the contemporary social background and the quality needs of talent training in the new era,the implementation of medical knowledge education is particularly important.Medicine and biology are closely related,and teachers use this as a basis to infiltrate medical knowledge in biology classrooms,popularize medical-related content to students,help them form an active and healthy lifestyle,and promote students’ physical and mental health development.Based on the concept of health education,comprehensively considering the current level of physical and mental development of middle school students,and for the purpose of promoting students’ physical and mental health growth,strengthening students’ core literacy in biology,and providing experience for follow-up related research and biology teaching,this paper uses the survey analysis method and interview method to understand the current status of medical knowledge education in middle school biology teaching.The concepts related to the core literacy of biology and medical knowledge are appropriately elaborated and summarized.In the follow-up teaching practice,taking some students in the second grade of a middle school in Nanning as the research object,through the distribution of questionnaires to students and interviews with biology teachers,based on the analysis and integration of survey data and interview results,the current status quo of medical knowledge penetration and its shortcomings in high school biology teaching was summarized,combined with teaching practice,and feasible strategies for implementing medical knowledge education were proposed.In the follow-up teaching practice,taking some students in the second grade of a middle school in Nanning as the research object,through the distribution of questionnaires to students and interviews with biology teachers,based on the analysis and integration of survey data and interview results,the current status quo of medical knowledge penetration and its shortcomings in high school biology teaching was summarized,combined with teaching practice,and feasible strategies for implementing medical knowledge education were proposed.First,the high school biology classroom is the main implementation platform for medical knowledge education,students can form a healthy life concept,cultivate correct behavioral habits,promote physical and mental health development,and help develop their own biological core literacy.In addition,students can also learn some cutting-edge knowledge related to medicine in the high school biology class,thereby broadening their horizons and enhancing their interest in learning.Second,the results of the student survey reveal the shortcomings of students’ low overall medical knowledge literacy,and expose the failure of biology teaching to maximize the advantages of disciplines and popularize medical knowledge.The level of medical knowledge of students is extremely limited,but they show a strong interest in learning medical knowledge,recognize the importance of mastering medical knowledge,and are willing to learn some medical knowledge appropriately in biology.The contradiction between students’ strong interest in learning medical knowledge and practical needs is extremely prominent.Third,the results of teacher interviews show that most teachers recognize the necessity of medical knowledge infiltration,but due to teaching tasks and teaching pressure,and relatively few biology class hours,it is difficult for teachers to play the role of promoters of medical knowledge education,and can only carry out some shallow infiltration.Therefore,the contradiction between teachers’ ideas and actual teaching is also a major obstacle to the implementation of medical knowledge penetration.In view of the above findings,this paper combines the content related to medical knowledge in high school biology,adopts the content analysis method and case analysis method,takes the fourth chapter of the optional compulsory course "Homeostasis and Environment" immune regulation as an example,designs two teaching cases-the composition and function of the immune system and the application of immunology,and analyzes the cases,and puts forward the implementation strategy of medical knowledge education in biology teaching according to the actual situation:(1)innovative design of teaching links to scientifically penetrate medical knowledge;(2)Implement personalized consultation and enhance the pertinence of medical knowledge education;(3)Rational use of class meetings to set up medical-related theme activities;(4)Combine extracurricular practice to increase the diversity of medical knowledge education;(5)Offering school-based courses or research projects.The survey results show that the penetration and application of medical knowledge has a significant role in promoting students’ medical literacy level and comprehensive ability,and has important practical significance.Therefore,in the teaching of biology in high school,medical knowledge is included as an important content in the teaching system,and students can deeply understand medical knowledge,thereby laying a solid foundation for their future development.