Research On Improving The Core Literacy Of Biology In The Life-style Teaching Of Homeostasis And Environment In Senior High School

Biology,one of the branches of natural science,is a discipline that studies the activities of the earth's life system and its essential laws as well as the relationship between biology and the environment.The Biology Curriculum Standards for General Senior High School(2017 edition)makes it clear that biology curriculum in senior high school education is a subject curriculum aimed at improving students' core biological literacy,and is an important carrier for establishing socialist core values and realizing the fundamental task of "cultivating people with moral integrity".In the process of teaching,students are required to actively participate in the learning process,develop the habit of rational thinking,form a positive scientific attitude,and develop the ability of lifelong learning.High school "o 'clock" biological teaching material content from molecules to cells,individual,population,community and ecosystem,from micro to macro,large span,the students understanding of the teaching content is difficult,therefore,linked to real life to teaching can improve students' learning enthusiasm,help students understand the teaching content.In addition,the column design and text content of the high school biology textbook in the "People's Education Edition" also highlight the connection with the actual production and life.The corresponding sections include: "Discussion of problems","connection with life","connection with society" and "Science,technology and society",and "relevant information" and "sidebar questions",whose contents are also partly from the reality of life.This paper,Qinghua High School in Guiyang as an example,applies the methods of questionnaire survey,case analysis and classroom teaching observation and measurement to study teachers' cognition of the theory of life-oriented education,as well as the connection between teaching content and real life,so as to understand students' acceptance degre and ability of closely connecting what they have learned with life.The results show that,first,the teachers for the theoretical knowledge of lifeeducation is not deep enough.Second,due to a variety of reasons such as less class hours and heavy teaching tasks,teachers seldom analyze the teaching materials and fully explore the content such as thinking in the side column,so as to connect the actual life with the teaching content.Third,the teaching form is unitary,because must deal with the examination,the majority teacher still USES the teacher to tell,the student passively accepts the teaching pattern.Fourth,the teaching test is single,or mainly based on the test questions,does not require students to apply the knowledge to life.The author through reading a large number of literature,combined with the actual situation,in Dewey's theory of practical education and on the basis of tao xingzhi's life education theory,based on biological required for high schools are three cases are analyzed,and puts forward a new teaching strategy: one,a part of the teaching material is closely related to life annotation,careful analysis of life common sense and knowledge,explore the knowledge from everyday life and principles;Two,besides a few necessary exercise,still can arrange a few apply knowledge to the life,the content with strong operability.By comparing the two parallel classes in senior two,one class adopts a new teaching method,which is an experimental class and closely links life education with teaching;the other class is a control class,which is still led by teachers and mainly teaches teaching materials and book knowledge,and students accept and consolidate them with exercises.Four months later,knowledge test,questionnaire survey,interview and other methods were used for the evaluation.The results showed that the test results of the experimental class were significantly better than those of the control class,and the experimental class students' learning interest was greatly improved,which could improve the students' core biological literacy.This paper is a research under the limited time and sample conditions.The reflection on some complex life problems has not been involved yet,but the author firmly believes that it is a way to adapt knowledge learning to life to conform to biology teaching in middle schools.Part of the understanding may be biased,or not deep enough,I hope in the future teaching and research can be constantly improved.