Research On The Influence Of Biology Experience Teaching On Rural Students' Subjective Well-being In Junior High School

Subjective well-being is an important index to measure individual life satisfaction.Some studies have shown that students' subjective well-being is the necessary foundation of their study and development.Students' subjective well-being has a significant impact on students' physical and mental security,academic success,social interaction,goal orientation,etc.,and has a positive role in promoting the formation of various virtues and the overall development of students.At present,the methods used to improve the subjective well-being of students at home and abroad are mainly professional intervention activities or special courses,few of which use subject teaching to explore the impact of students' subjective well-being.Under the trend of new biology curriculum reform,which emphasizes core literacy,this study combines students' subjective well-being with biological experience teaching,which not only embodies certain innovation,but also enriches the theoretical and practical research on ways to improve students' subjective well-being,and the paper focuses on the current situation and impact of rural students' subjective well-being,which has a great impact on promoting the balance of urban and rural education A certain practical significance.This study focuses on a rural middle school student in Guizhou Province,using literature research,questionnaire survey,data statistical analysis,experimental research and other research methods.Firstly,it defines the related concepts of the paper,summarizes and sorts out the influencing factors,research status and theoretical basis of students' subjective well-being,and then according to the students' subjective well-being in school Based on the theory of well-being,a questionnaire of students' subjective well-being in school was compiled,and the currentsituation of students' subjective well-being was investigated.Combined with the conclusion of the current situation analysis,the specific teaching design of the biological experience teaching method in junior high school was carried out,and the basic principles,implementation approaches and implementation strategies of the object experience teaching design of junior high school students were discussed.Finally,two classes of grade seven in this school are taken as the experimental objects to carry out teaching experiments.By comparing the subjective well-being of the classes with the experience teaching method and the classes without the experience teaching method in junior high school biology teaching,this paper explores the impact of the biological experience teaching on the students' subjective well-being.After a semester of teaching experiment results analysis,the following conclusions are drawn:Experiential teaching improves students' subjective well-being.The introduction of experiential teaching method in junior high school biology teaching can not only effectively improve students' academic self-concept,but also promote the harmonious development of teacher-student relationship and classmate relationship.In addition,junior high school biological experience teaching is not only conducive to the improvement of students' subjective well-being,but also to the improvement of students' biological academic performance.