Research On The Teaching Of High School Biology Life Under The Background Of "Three New"

The new curriculum reform requires teaching to pay attention to students’ lives,and the new high school biology curriculum standard conforms to the reform and puts forward the basic concept of "teaching process emphasizes practice",but there is still a problem of disconnection from life in biology teaching.Taking "life-oriented teaching" as the search keyword,it was found that there was limited research on life-oriented teaching with the background of new courses,new textbooks,and new college entrance examinations,so research was carried out.In this study,teachers and students from two high schools in Qinghai Province were first given questionnaires to investigate and analyze the current situation of daily life teaching.Next,sort out the life-oriented content in the 2019 People’s Education Edition high school biology textbook,as well as the life-oriented test questions in the past three years of the national volume.Finally,implement daily life teaching cases,distribute practice questionnaires and conduct teacher interviews,and optimize life teaching strategies and cases.The results of the study are as follows:(1)More than 80% of teachers and students in the survey area have a positive attitude towards daily life teaching,and believe that life teaching can improve the interest in biology learning.However,due to the limited professional quality of teachers themselves,daily life teaching cannot be effectively carried out,only 12.82%of teachers are very familiar with the connotation of daily life teaching,and 15.38%of teachers are very familiar with the life-related content in the new textbooks.(2)By analyzing students’ interest in biology,attention and cognition to life,feelings about life classroom,and application of biological knowledge,it was found that:(1)more than 40% of students will not often pay attention to biological phenomena in nature or social hot issues related to biology in life;(2)44.13% of the students very much like the biology life class that is related to the reality of life;(3)More than 50% of students occasionally use materials from life to make biological models.(3)Put the daily life teaching cases into practice,distribute questionnaires in the experimental class and the control class,and compare and analyze and find that the students in the experimental class have a higher degree of recognition of the daily life teaching and the score of the life test questions.Based on the above research,the following suggestions are put forward:(1)In schools,teachers should be provided with various forms of in-service training as much as possible,such as holding expert symposiums,school-based training,teaching and research activities,so that teachers can be exposed to new educational theories in a timely manner.(2)Teachers: improve professional literacy,excavate and collect suitable daily life materials,and use a variety of teaching methods to establish daily life situations,and guide students to form core biological literacy.(3)Students:enhance the awareness of actively paying attention to life,use common objects in daily life to make biological models,and achieve the improvement of multi-faceted abilities.The implementation of life-oriented teaching in high school biology classrooms is conducive to students’ ability to feel the charm of biology,and has enlightening significance for students’ subject selection and career planning.Teachers combine appropriate life-oriented materials in teaching materials,extracurricular and new college entrance examinations to implement teaching,and give full play to the role of college entrance examination in leading teaching,which is conducive to improving students’ core literacy and realizing quality education.