Research On The Teaching Design Of High School Biology Based On The Cultivation Of Life Concepts

The core literacy of the biology subject includes four aspects:concept of life,scientific inquiry,scientific thinking and social responsibility.Among them,the concept of life is the core and symbol.Explanation of biological examples.Including the view of structure and function,the view of evolution and adaptation,the view of steady state and balance,the view of matter and energy,etc.In the four dimensions of core literacy,inquiry and social responsibility are figurative,and can be achieved through various methods such as experimental teaching and empathy education;while thinking and concepts are abstract,they are a higher level of training people Cultivating thinking and concepts has always been a hotspot and difficult point in education.Due to the existence of some fixed thinking patterns in the human mind or the inherent concepts formed in personal life experiences,the cultivation of a person's concepts is more challenging.This is also the reason why there has been less research on the cultivation of life concepts and achievements since the introduction of biological core literacy.However,as a guide or decision,the formation and development of scientific inquiry,thinking,and social responsibility are placed at the top of core literacy,and the study of life concepts is indispensable.This study uses literature research methods,questionnaire survey methods and case analysis methods to develop teaching design andteaching practice research based on the cultivation of life concepts.First,through a questionnaire survey of teachers and students,understand the current status of Guiyang City high school biology teachers in the actual teaching of students 'concept of life;second,select 50 teaching cases for analysis to analyze their existence in the compilation of teaching design Problems and the status of the cultivation of students' concept of life,so as to provide a basis for the compilation of the teaching design of the study;again,according to the interpretation of the meaning of the concept of life according to the curriculum standards,the life of the compulsory three "steady state and environment" module Conceptual knowledge points are sorted out and sorted out;finally,taking the content of "Steady State and Environment" as an example,the teaching design based on the cultivation of life concepts is applied to teaching,and the design is further improved according to the empirical research results,and the cultivation based on life concepts is proposed The basic principles and methods of teaching design.Through the above research,the following conclusions are obtained:(1)The survey of high school in the region is not optimistic about the cultivation of life concept.Teachers agree with the value of core literacy,but in the actual teaching process,the awareness of the cultivation of students 'concept of life is weak and the cultivation method is relatively simple;the teacher ' s professional title is in direct proportion to theteacher 's attention to core literacy.Awareness needs to be strengthened.(2)Students have a low level of understanding of the concept of life,and have not internalized the figurative knowledge into an abstract concept.The cultivation of students' concept of life needs to be strengthened.(3)The lack of academic conditions analysis and textbook analysis in the teaching design of teachers is more common.Most teachers choose to cultivate students' core literacy strategies by creating situations,and the willingness to use modern teaching methods is generally not high.The practical skills of modern teaching equipment need to be strengthened.(4)"Steady State and Environment" module can enrich the knowledge points and contents of life concept,and can be fully used to cultivate students' life concept.The teaching design based on the cultivation of life concept has a certain effect on the cultivation of students' life concept.