Research On The Concept Of Life In High School Biology

Education is facing challenges in 21st century.In recent years,to ensure the citizens,adaptation to the life of the information age,and meet the new demand of professional development and self-actualization in the future,many countries and organizations have studied "key competence" to answer the question that what kind of people we should cultivate.Our country also published "Chinese students' key competence framework" in 2016.Against the background,studying the key competence of high school curriculum revolution has become a hot topic.Therefore,the research of"biology key competencies"has been undertaken in biological teaching.There are four dimensions in the "biology key competencies":life idea,rational thought,scientific inquiry,and social responsibility.Idea of "life" are views which formed after the abstracted and summarized interpretation of the phenomenon and essence of life.It includes "idea of structure and function" and "idea of matter and energy","idea of evolution and adaptation","idea of steady state and balance".But the related research of "life idea" is rare,and it needs to be enriched,Existing research shows that people's understanding of its connotation is not clear" the related research of teaching is almost blank.Therefore,this research is devoted to explore the connotation of "life idea" in high school biology and put forward some teaching suggestions based on the analysis of the knowledge base and the summary of the teaching situation.This paper aims at enriching the "biology core competence" theory and laying a theoretical foundation for the teaching practice of "life idea".This research contains three parts:two kinds of life ideas in high school biology compulsory module 1,'the knowledge which contains two kinds of life idea,and the teaching design of related knowledge.The main methods used in this paper are literature research method and case analysis.Research process is divided into six parts:first,the review of the research station of key competence and the life idea at home and abroad.Second,the analysis of the connotation of "life idea".Third,the analysis of specific content of "idea of structure and function" and "idea of matter and energy".Fourth,the collection and analysis of the knowledge base of those two "life idea" in compulsory module 1.Fifth,the analysis of teaching design cases of the mentioned knowledge base.Sixth,the formation of the research conclusion and teaching suggestions.Through the above process,three aspects of results are put forward in this research:the connotation of the two kinds of "life idea",knowledge base,and current teaching design problem.On the connotation of "life idea",the study summarizes the connotation of multiple levels of the "idea of structure and function" and "idea of matter and energy" based on the comprehensive content of theory like dialectics of nature,life science,and system theory.The "idea of structure and function" is the concept of structure and function and their relationship.Relations between the two contains two layers of meaning.First,life or material structure may decide its features.Second,through the screening of natural selection o the function,structure with specific functions are preserved,thus making the present state of "mutual adaptation" to those two ideas."Idea of matter and energy" refers to the views and opinions of the concept of matter and energy as well as the relationship between them.The relationship between them is that material carries energy,and material changes following with energy change.On the basis of knowledge,"idea of structure and function" and "idea of matter and energy" are explored in this research,sorting out the knowledge with "life idea" in compulsory module 1.In the teaching design,the existing overall researches show problems that the connotation of life idea is not understood well and the relevant design of teaching goal,process,evaluation is not good.The research conclusion is that the life idea of high school biology research stays at the exploratory stage.Understanding the connotation,knowledge base,teaching design of "life idea" teaching research are the three aspects needed to be firstly focused on.Therefore this study puts forward the three aspects.Firstly,the "life idea" should be profoundly known.Secondly,the "life idea" of compulsory module 1 should be deeply understood from two aspects.Last,the "life idea" should be designed and cultivated in the class.