High School Life Education In Biological Teaching Mode In The Former Case Studies In The Study Of Concept Of Scientific Education

The scientific concept of prebiotic is biology concept, refers to theconcept of the individual’s extension and its illustration and scientificconcepts is not consistent. The core theory of life education is that life iseducation, life education is life, life, life education. Therefore, these twotheories are closely linked with life. Enshan Liu believes that the conceptshould be used as a very important learning outcomes for students, andteachers should help students establish and understand the important concepts,build a knowledge framework is the important achievement of students. Sincethe first scientific research in the China started late, compared with thedisciplines of mathematics, physics, biology science pre concept research isrelatively scarce. Therefore, to the high school biology curriculum standard asthe foundation, through the investigation of teachers and students at thepresent stage of understanding of the pre scientific concept as the foundation,the practical teaching cases to test students after the pre scientific concepttransformation of life education, the biological concept can grasp its basicconcept. The implementation of the opinion and the suggestion for theconcept of teaching in high school biology teaching, and promote thedevelopment of the high school biology teaching.In this paper, the domestic and foreign research question, as thedefinition of the concept of life and scientific concepts, comparison andanalysis of foundation through interviews, questionnaire survey of the statusof life education pre scientific concept of doing research on the actual casedesign and teaching results activation education students change pre scientificconceptions in the use of the experimental research method.This study conducted a survey to Tianjin city thirty-five in all the244students as objects of study found that:(1) the school most is not available tosupport the biological experiment very good student.(2) the teacher in the prescientific concept of teachers to students is not completely understood, not to mention the active attention.(3) the students knowledge of biology booksmore is obtained from the network, the media, there are a large number ofthese pre scientific concept of knowledge, students learn and master thebiological scientific concept of obstacles, counseling teachers need.(4) forstudents and life related knowledge more interested, many students hope theschool can experimental courses.In this study, the survey based on the118students of senior thirty-five inTianjin were pre scientific concept of student life education mode transitionfrom assimilation and accommodation of two strategies are compared and theresult of teaching case teaching. After the concept of after-school students test,assimilation strategy after teaching the students of the experimental groupwere divided into3.36, the control group students was2.67, after t test, t=2.42,p<0.05, significant difference. Adaptation strategies in teaching the studentsof the experimental group were divided into3.45groups,2.87of the students,through the test of T, t=2.04, p<0.05, significant difference. Conclusion themodel of life education has obvious effect in students’ conceptual change inscience teaching.Through the above data, changes to the scientific concept of prebiotic isfeasible using the model of life education in biology teaching, understandingthe biological concept of it can help students better, construction of biologicalknowledge structure, improve the biological interest in learning.