Research On The Infiltration Value Education In Junior Middle School Biology Class

At present,one of the important directions of the global science education reform is to attach importance to the cultivation of values in teaching.At the 18 th Congress of the CPC in 2012,the fundamental task of education was to establish morality and cultivate people.In 2022,the Ministry of Education issued the latest curriculum standards,which clearly pointed out that education and teaching should focus on cultivating students to form correct values,and pointed out the direction of teaching in the new era.At home and abroad,there have been relevant studies on the integration of different disciplines into value education,but there are relatively few studies on the infiltration of value education in junior high school biology classroom.As an important position for junior high school students to learn,biology classroom contains very rich value education resources,including scientific knowledge and practical exploration activities,providing a place with strong participation,experience and generation for the infiltration of value education.In the frontline teaching experience,the author found that some students lack the concept of life,the spirit of exploring biology,and the ability to explore experiments;There is a phenomenon of teachers teaching with experiments rather than experiments,emphasizing knowledge rather than cultivating value concepts,which runs counter to the current value stance of promoting core disciplinary literacy.In order to give full play to the education function in the biology class,under the guidance of the theory of establishing morality and cultivating people and the new curriculum standards,using the literature research method and the survey method,taking the teachers of the trembling junior high school in Jiangnan District of Nanning City as the survey object,we conducted a questionnaire survey and interview survey.Through the analysis of the questionnaire and interview data,we found the problems in the implementation of the value education in the junior high school biology class,and carried out the analysis,Thus,the strategy to improve the penetration effect is proposed.The problems of infiltrating value education in junior high school biology classroom mainly focus on five aspects: teachers’ control of value education objectives and contents,selection of infiltrating methods,evaluation of infiltrating effects,and their own value education literacy.In the process of infiltrating value education,many teachers have not clear objectives and systematic contents;The selected penetration mode is single and not flexible enough;After the completion of the work,there is a lack of scientific and diversified evaluation mechanism.In addition,there are certain differences in teachers’ value literacy ability,and there is a lack of certain improvement path.In view of the above problems,the author puts forward strategies to improve the quality of value education from five dimensions: the goal,content,method and evaluation mechanism of value education in biological classroom infiltration.At the goal setting level of value education,we should carefully study the curriculum standards and textbooks,and refine the goal of value education by closely following the hot current events;In terms of content selection,we should accurately excavate teaching materials and systematically construct educational content;Create multiple value education penetration methods by creating situations,open discussions and setting examples;Improve the evaluation mechanism by combining qualitative evaluation with quantitative evaluation and combining selfevaluation with others’ evaluation;Through the overall planning of the school,the establishment of teachers’ growth mechanism,and the continuous learning of teachers’ value education awareness,cognition and ability,teachers’ value education literacy can be improved.