The Investigation Of The Life-Oriented Teaching In Biology In Senior High School

High school curriculum reform program puts forward a new idea– to pay attention to the education linking with real life.Obviously, this is also a common trend of international curriculum reform.Therefore, in order to implement this curriculum idea, the research about Life-oriented Teaching has been wide concerned in recent years. However, previous studies focused on the theoretical level, few studies focus on specific implementation.This paper focusing on the issue is the specific status of implementation of in senior high school.Our study indicates that the so called"high school life-oriented teaching in biology"means on one hand, the teaching content should be tied up to the actual life; on the other hand, the specific way biology is taught in high school is supposed to be combined with real life, that is to say, both content and form are oriented-life style. The main purpose of our study is to show the current situation of high school life-oriented teaching in biology.The main research methods of the essay are text analysis, questionnaire survey, and interview. According to research needs, the paper collected and analyzed a lot of relative literature materials through internet and library.further, the paper had a further study on high school biology textbooks and standard.Finally, the author explained the meaning, advantages and core value of Life-oriented Teaching in Biology in high school. Further, the author studied the status of implementation and factors affecting implementation of Life-oriented Teaching in Biology through and questionnaire survey and interview and gave some advice for improvement.Survey result shows that:(1) Senior high school teachers relatively understand the necessity of Life-oriented Teaching and highly approve its effect and value. (2) Senior school students have an active attitude to Life-Oriented Teaching in Biology. (3) High school biology teachers are poorly prepared for Life-oriented Teaching shown in detail as their poor understanding and handling of the corresponding content and lack of teaching materials. (4) The implementation of Life-oriented Teaching in classroom is less than ideal. (5) High school biology teachers have a strong utilitarian view of Life-oriented Teaching. Most teachers pay more attention to how Life-oriented Teaching will improve the students'study rather than the course integrity and how it helps to establish a good outlook of biology learning. (6) Currently, the effect of Life-oriented Teaching needs to be further enhanced because it hasn't helped students to establish a biological learning concept and realize the inner relations between biology, society and technology, although it does help to increase the students'interest in learning, deepen their understanding of knowledge and broaden their learning sight. (7) Factors affecting implementation of Life-oriented Teaching in Biology mainly are teaching time, teacher's ability, teacher's attitude, the choice of life-connected materials in textbook and the evaluating system of teachers.In order to change and improve the current situation of Life-oriented Teaching in Biology in high schools, we come up with three advices as follows:First of all, teachers are supposed to develop and make full use of the life-related materials in textbooks as well as try to improve their professional quality and scientific literacy.Secondly, high school should have a multicomponent evaluating system of teachers, adopt several strategies to promote the development of teachers'professional quality and provide various curriculum resources for biology teaching in high school and build good school culture atmosphere.Thirdly, the textbooks editors of senior high school should follow the principle to select more materials which are true, interesting, challenging and have an abundant connotation of the specialty when they are compiling a teaching textbook.At last, try to change the content and form of the college entrance examination.