The Study Of Optimizing The Implementation Methods Of Biology Life Teaching In Junior High School

With the implementation of the new round curriculum reform in our country,“pay attention to theconnection with real life” has become one of the basic teaching idea of new curriculum. For theimplementation of the teaching idea of biology new curriculum reform in our country, in the actual teaching,education workers should focus on building a bridge between education and life and integrate educationinto life. Therefore, for biology teaching in junior high school, teachers should focus on students’ lifeexperience and connect knowledge with students’ life. Implementing life teaching has very importanttheoretical significance and practical significance.Firstly this article states that life teaching has a necessity in junior high school from four aspects, namelythe meaning of life teaching, theoretical basis, the requirement of the new curriculum in our country andresearch situation at home and abroad. Then on the basis of the real classroom, I found out that teachersdon’t pay enough attention to students’ life and fail to fully excavate students’ life experience into theinterpretation of abstract concepts to help students understand and grasp the abstract knowledge. ThereforeI optimize implementation strategies above the interpretation of concepts and the organization of teachingforms and tentatively put forward many life teaching strategies. With the help of some life teachingstrategies and some life teaching forms, teachers explain the knowledge of abstract concepts, build a bridgebetween abstract conceptual knowledge and students’ life, and help students understand the knowledge andcultivate students’ ability of using the conceptual knowledge to solve practical problems. In practice schoolI adopt these life optimization strategies for a semester teaching. At last, I analysis the teaching effectthrough the observation of students’ performance in the classroom and after-school visits.This study uses many kinds of research methods such as literature analysis, teaching illustration and lessonanalysis and so on. I consult a large number of literature and have a certain theoretical knowledge. In thereal classroom, I excavate the shortage of life teaching. Then base on the meaning of life teaching I carryon the exploration of optimization strategies on four aspects, namely teaching goal, teaching content,teaching form and teaching test.1. Introduce social hot issues to achieve the life teaching goal. In actualclassroom, teachers should take the opportunity to combine the students’ life experience, introduce relevant social hot issues and organize students to think and discuss.2. Use life teaching methods on interpretationof concepts to achieve the life teaching content. Activate the life experience and situation to lead concepts;Design life practical problems and emotion education to help students put themselves into life situation andunderstand the concept.3. Organize a variety of teaching activities to achieve the life teaching form. Usestudent common life activities such as role play, discussion and competition and so on to increase students’personal experience and help students understand the formation process of knowledge.4. Solve practicalproblems to achieve the life teaching test. In the class, teachers should design some common life problems,encourage and guide students to use biology knowledge to explain and solve them. Teachers should makestudents realize the practicability of biological knowledge. After class, teachers should encourage studentsto carry on related research and practice to make students observe and experience life better and cultivatestudents’ ability to analyze and solve problems. I organize the relevant cases through case analysis.Through a semester of teaching practice, I find out the life teaching optimization strategies is conducive tothe students understand the abstract conceptual knowledge, to arouse students’ learning motivation andcultivate students’ interest in learning biology. It also greatly improve students’ learning initiativeparticipation. I hope this research as a breakthrough has a positive guiding role in biology teaching ofjunior high school. It can help the biology classroom teaching in junior high school reform smoothly andprovide some references for teachers’ teaching and students’ improvement of scientific literacy.