An Analysis And Practical Research On Death Education In Biology Teaching In Junior High School

In the Compulsory Education Biology Curriculum Standard(2011Edition),it is pointed out that the biology curriculum objectives are as follows:the basic view of biology,the consciousness of innovation and the attitude of science are formed preliminarily,which lays the necessary foundation for the establishment of dialectical materialism world view.As far as the compulsory education stage of junior high school is concerned,it is the key period for teenagers to form core literacy.Based on the needs of students' sustainable development and the status quo of the lack of death education curriculum in primary and secondary schools in our country,it is a subject worthy of in-depth study to help junior middle school students form a correct outlook on life and death,life and values.In this paper,the main line is to explore the practical research of death education in junior high school biology classroom.Based on the summary and analysis of the research status,related concepts and theoretical basis of death education by reading a large number of literature,taking the first volume of seventh grade Biology in junior high school of PEP edition as a case,the materials corresponding to death education in junior high school biology textbooks are explored.In addition,this paper takes the 125 students of two classes in grade one of a middle school in Hohhot as the research object,and carries on the teaching practice of death education for one semester.At the same time,this paper investigates the five dimensions of students' cognition of death,attitude towards death,mastery of death coping skills,consciousness of cherishing life and recognition of life value before and after teaching practice,and interviews the attitude and feasibility of teachers of Biology Group on death education.The results are as follows: the first is that students have a high demand for death related knowledge(58.4%).However,before the practical research,only 13.6% of the students obtained death knowledge from classroom teaching,so it is necessary to strengthen the relevant education in biology teaching.The second is to design andimplement the teaching practice of relevant cases of strengthening death education by combining the content analysis of teaching materials and adopting effective teaching approaches and methods,which shows that the scores of students in the three dimensions of cognition of death,mastery of coping skills of death and consciousness of cherishing life are significantly higher than before(p< 0.05).Furthermore,teachers not only hold a positive attitude towards the implementation of death education in biology classroom,but also think that the implementation of death education in biology classroom of junior high school is conducive to the development of students.In this study,the following three conclusions are drawn: the first is that schools and teachers should pay attention to death education for students.The second is that it is feasible to carry out death education in biology classroom of junior middle school.Third,there is a long way to go to help students overcome the bad emotions of death effectively.Therefore,on the one hand,it is suggested that teachers should strengthen their quality of death education,on the other hand,they should fully explore teaching materials and integrate curriculum resources.At the same time,the reasonable arrangement of teaching time should be paid attention to,and the subject and object should not be reversed,so as to improve the effectiveness of death education in biological teaching practice.