Research On The Formation Of Idea Of Life In Interdisciplinary Extracurricular Practices In Junior High School Biological Teaching

The idea of life is the pillar of the core accomplishment of biology,which belongs to conceptual knowledge in biology teaching.The revision of the new curriculum standard adds the learning theme of "Biology and Society ·Interdisciplinary Practice".Although the teaching focus of this theme is oriented to practice,students should involve the establishment and application of related concepts in hands-on operation.Firstly,the research status of the idea of life literacy,interdisciplinary practice and extracurricular activities at home and abroad was reviewed through literature search,and relevant concepts were defined."Design and make ecological bottles that can maintain balance for a long time","Explore the fermentation of different kinds of yeast","Observe and raise butterflies" were selected.As representatives of the three types of interdisciplinary practice activities listed in the new curriculum standard,the teaching case of "interdisciplinary extracurricular practice activities" is designed to carry out the research.After the questionnaire survey was used to test the level of students’ idea of life and the survey of front-line teachers’ views on the learning theme of "Biology and Society · Interdisciplinary practice",the activities began to be carried out.The process is as follows: After students accept the task,they retrieve the information and design scheme--the teacher recyses the scheme and gives the corresponding theoretical explanation based on the students’ design situation--the students start to practice according to the revised scheme--make the finished product,communicate and discuss and then update the design.The teacher gives the process evaluation according to the students’ actual situation in the process of activities.After the survey,SPSS Statistics and Excel were used to analyze the pre-test and post-test results.Combined with all the questionnaire materials collected in the survey,the effect of interdisciplinary extracurricular practice activities was comprehensively evaluated.The results show that:(1)interdisciplinary extracurricular practice can be carried out in the form of extracurricular activities.The mode is as follows: teachers assign tasks before the activity,students cooperate to search data and form a plan(pre-activity stage)--teachers briefly explain,students start to participate in the activity and show products and revised plans.Students’ cooperative research before activities is the key to improve the efficiency of interdisciplinary extracurricular activities.This process involves students’ retrieval of relevant conceptual knowledge and comprehensive understanding and application.(2)Interdisciplinary extracurricular practice activities help students better understand and apply conceptual knowledge,and summarize it into the idea of life.SPSS data analysis(P=0.000)showed that there was a significant difference between students’ scores on additional questions in the pre-test and post-test,indicating that students deepened their understanding of related biological concepts in the process of participating in interdisciplinary practice activities,and demonstrated their mastery of concepts in the level of "application".Students’ answers to the post-test questionnaire reflect their way of thinking to deduce functions backwards according to the structure of the model(structure and function view),reflect the students’ view of biology and environment as a whole to analyze problems(ecological view),and add the idea of material cycle accompanied by energy flow into the process of thinking about problems(matter and energy view).Finally,based on the questionnaire of front-line teachers and the situation in the research process,the research puts forward several suggestions for the development of interdisciplinary extracurricular practice activities:(1)To investigate students’ understanding of related concepts before the activities;(2)Establish a team with teachers from other disciplines,draw on their strengths,and jointly carry out activities;(3)The process of interdisciplinary extracurricular practice activities should pay attention to both knowledge and practice;(4)Set up a multiple evaluation system to evaluate the development level of students’ life concept literacy from multiple perspectives.