Teaching Strategies And Practices Of Life Concept Cultivation In High School Biology Teaching

Under the background of the new curriculum standard proposed,guiding students to understand the life world and the nature of life in teaching is the unique teaching value of biology courses,and establishing the concept of life core literacy is the way to deeply understand the nature of life.It requires teachers to have the ability to create corresponding teaching situations and provide valuable curriculum resources to students,so that students can further form the concept of life on the basis of understanding the biological concepts,which will have a very important impact on students’ correct self-cognition and value cognition.Therefore,it is necessary for teachers to help students in high school education stage formation and develop a good concept of life that meet the requirements of the curriculum.This article mainly studies how the concepts related to the concept of life in the core literacy of high school biology are infiltrated in teaching.Generally speaking,there are two aspects: one is to study the infiltration of the concept of life in the content of the textbook and sort out of the life concept involved in the content of the textbook detailedly;the second is to summarize some teaching strategies and methods to deepen students’ understanding of the concept of life in teaching.This study takes the students from Chenzhou No.2 Middle School as the research object,based on the review of relevant literature on life concept and the integration of subject teaching strategies,a teaching strategy for cultivating students’ life concept is put forward.Taking senior high school students as the teaching practice objects,a one-year teaching practice is carried out,and the teaching strategies proposed by the research are fully implemented,and a teaching case that can be used for reference is provided for the teaching frontline.The main findings are summarized as follows:1.The front line of education does not pay enough attention to the cultivation of students’ life concepts and students understand life concept connotation is not in place,which results in the inability of concepts to be transferred and the ability to solve problems.Comprehensive analysis of this is likely to be real teaching class is limited,test pressure,etc.Therefore,our teachers should take the initiative to study the new curriculum standards and master the materials and teaching strategies of the concept of life.2.If teachers want to deeply implement the purpose of cultivating students’ life concept,they first need to read the new teaching materials clearly.By analyzing and summarizing the contents of the textbooks involving the concept of life,the author finds appropriate and rich materials as the entry point for infiltrating the concept of life.This is the basis for the implementation of teaching,and will also contribute to the development of the concept of life in the teaching of high school biology courses.The cultivation of teachers is of great benefit.3.In addition to the ability to analyze the content related to the concept of life in the teaching materials,how to smoothly penetrate the concept of life in the teaching is also the focus of attention.Through a large number of research and analysis,the author has drawn four teaching strategies to implement the concept of life: first,infiltrating the concept of life in concept learning,using concept maps and comparative teaching strategies to help students clarify concepts and construct concepts of life;second,construct the concept of life in the teaching situation,from the classical scientific history,situation,daily life situation,social hot event situation,help students to understand knowledge;third,form the concept of life in biological experimental exploration by experimental exploration and model building.The fourth is to internalize life concepts in social practice activities.4.After the author designed corresponding teaching cases and implemented the above teaching strategies in the front line of education,the data results showed that the students’ life concept literacy has been significantly improved,which fully reflects that these strategies are effective in building students’ life concepts,and can be used for follow-up teachers.They can play a certain reference role in implementing the concept of life and even the cultivation of core literacy.