Research On The Theory And Practice Of Life Situation Introduction In Junior High School Biology Course

The new curriculum reform emphasizes the promotion of the students’ subjectivity,the students’ experience,the students’ interest in learning and the development of the students.Based on the knowledge of textbooks,to narrow the distance between students’ learning environment and real life.Positive biology classroom situation introduction that meet the needs of the students can stimulate students’ interest in learning,arouse students’ inner experience and practice experience,to stimulate the students’ learning motivation,to promote knowledge transfer;promote students acquire biology knowledge actively,improve students’ learning ability,research ability and problem solving ability;it is helpful to establish the classroom atmosphere;to cultivate students’ ideological quality;enhancing students’ innovation ability and the penetration of STS education thought.The research of the classroom leading-in are discussed from the biological classroom into the types,functions,methods,principles,strategies,and focus on discussing the design method,case introduction,mainly focus on the teaching experience and rarely up to the theoretical level,but also on the lack of integrity and systematic.The research into the classroom situation stay in perceptual knowledge or experience of the macroscopic aspect,and for the study of a certain type of micro import relative lack,there is no systematic research on biological situation introduction.Thus the author systematically study the theory,design and implementation of the life situation introduction of the junior middle school biology course.This study uses the documentary research method to understand the present situation of research on the introduction of biological life situation,aiming at the existing problems,this study tries to combine the characteristics of the junior middle school biology and the teaching characteristics,to summarize the theoretical basis,the principles and the strategies of the life situation introduction design in junior middle school biology course.Trying to make the system info of life situation introduction to be further improved and developed.Through the case analysis and classroom observation to test the teaching effect of the junior middle school biology classroom life situation,the author summarizes the implementation strategy of the life situation under the guidance of the theoretical basis.Through the research on the theory and practice of the introduction of the junior high school biology life situation,this paper attempts to fill the blank of the systematic research on the introduction of the junior high school biology life situation.Hoping to provide a theoretical reference for further study of biology teachers and other scholars,and provide theoretical and practical reference of the design and implementation of the life situation introduction for junior high school biology teachers,in order to improve its maneuverability and validity in practical application,to promote the construction of students’ knowledge and to optimize the teachers’ development.This paper includes the following parts:the first chapter is introduction,mainly discusses the research background,research methods,research status at home and abroad and existing problems,and research significance;the second chapter mainly expounds the definition of core concepts and the theory basis;the third chapter is the theoretical research on the life situation introduction of junior high school biology course,mainly discusses the functions and principles of the life situation introduction and relationship with students,teachers,and the subject,which are the theoretical basis of designing the life situation introduction of junior high school biology;the fourth chapter is the design of introduction case;the fifth chapter is the implementation of Junior high school biology life situation introduction,mainly select some cases to carry out and evaluate;Finally,this reach draws the following conclusions:the life situation introduction of biology course in the junior high school can stimulate students’ interest in learning,to promote the migration of knowledge and to create a positive classroom atmosphere;life situation introduction is feasible in some junior middle school biology courses;the biological life situation into the theoretical basis of this study are summarized to provide theoretical reference for future research;Not all biological classes are suitable for the use of the life situation introduction,the introduction should be correspond with the specific teaching content.