Research On Strategies Of Cultivating Life Concept In Biology Concept Teaching In Senior High School

With the development of the times,the country's requirements for talent training are also changing.With the official publication of the Biology Curriculum Standards for Senior High Schools(2017 edition),a new round of curriculum reform is gradually advancing and will be fully rolled out.It is clearly stated in the new curriculum standard that the purpose of biology curriculum is to improve the core quality of biology.The core accomplishment of biology discipline consists of four aspects,namely,"life concept,scientific inquiry,scientific thinking and social responsibility".Among them,"life concept" is the accomplishment that best reflects the characteristics of biology discipline,and runs through the whole high school biology curriculum.The cultivation of life concepts in senior high school is to construct biological concepts on the basis of mastering a large number of biological phenomena,facts or events,and then form a concept,attitude and thinking method that can be used to explain or solve the problems related to life phenomena or life after the integration and internalization of conceptual system.The content of the new curriculum emphasizes that the pursuit of biology curriculum design is the principle of "less but better",points out that the establishment of the big concept of biology is the basis of the cultivation of life concept,and puts forward the requirements based on the concept construction for each teaching content.This study takes the "Steady State and Environment" module currently in use in Guizhou Province as an example to study the strategy of life concept cultivation based on high school biology concept teaching.This paper mainly adopts the following research methods to carry out the research: literature research method,questionnaire survey method,practical research method and comparative method.Firstly,the domestic and foreign research status of cultivating the concept of life in biological concept teaching is understood through the literature,and the connotation of relevant concepts in the subject research is deeply understood,and the concept will be defined.At the same time,the theoretical basis of education and teaching related to this paper is studied and analyzed.Then,using questionnaire survey method,a line of high school biology teachers and students to investigate research,through the perspective of the angles of the teachers and students to understand the high school biology teachers' level of understanding of the connotation of the concept of life and ideas of life cultivation with the understanding of the situation,the correlation of the biology concept teaching to foster the implementation of the concept of life in the biology concept teaching present situation,as well as problems and so on.The results have shown that most of the biology teachers have paid attention to the educational concept of the new curriculum standards and started to cultivate the concept of life.However,the cultivation process is quite random,without pertinence and purpose.Meanwhile,the theoretical foundation of relevant education and teaching of teachers is weak,and the cultivation strategies are lacking.Based on the survey results and the relevant education and teaching theories,this paper puts forward some strategies for cultivating life concepts in biology concept teaching in senior high school.In general,the strategies proposed in this paper aim at cultivating life concepts,take the construction of important concepts as the guide,explore the teaching design process of biological concepts pointing to life concepts,and integrate cultivation strategies into teaching design.The process of teaching design is as follows: 1.Analyzing teaching materials and define important concepts.That is to define what important concepts each section belongs to and analyze the life concept dimension pointed by the teaching content in combination with important concepts.2.Sorting out secondary concepts,concrete concepts and factual knowledge.The study of secondary concepts is the basis for the construction of important concepts.By sorting out the specific concepts and corresponding factual knowledge under the secondary concepts,the teaching objectives can be set more accurately and the design and implementation of the teaching process can be facilitated.3.Analyzing students.By issuing pre-class preview questions cards,we can understand students' confusion in pre-class preview,and take this as a reference for setting teaching goals and determining the key and difficult points,so as to make the teaching design more targeted.4.Setting teaching goals based on life concept.According to the analysis of important concepts and the sorting of secondary concepts,the specific dimensions of the life concept are clarified,and the teaching objectives based on the cultivation of life concept are set in combination with the analysis of academic situation.5.Designing teaching activities.The teaching process is as follows :(1)Create scenarios and introduce concepts.(2)Construct concepts.Use relevant concept teaching strategies to help students to construct specific concepts and preliminarily form the concept of life.(3)Integrate the conceptual system to form the concept of life.Often by constructing concept maps or designing problem situations,students are guided to try to apply what they have learned into production practice,and integrate them according to the connections between concepts,so as to establish the concept of life while the concept is superior.6.Evaluating cultivation effect.Both summative evaluation and stage process evaluation should be paid attention to.The process evaluation can use the classroom learning evaluation scale and the concept learning effect evaluation form to measure the learning effect of students in class.The students' learning effect at the end of each chapter can also be evaluated by staged paper-and-pencil tests and the construction of concept maps.Summative evaluation mainly evaluates the cultivation effect of life concept by means of paper-and-pencil test and concept map construction.Finally,taking chapter 5 of steady State and Environment as an example,this study presents a teaching design case that integrates the above cultivation strategies,and evaluates the learning effect through the evaluation table and concept map construction of the cultivation effect of life concept.At the end of the practical research,the test paper is prepared for the final test,and the students' performance is analyzed and overall evaluated.From the concept map constructed by the two classes,the completeness and logicality of the concept map constructed by the experimental class is generally better than that of the control class.The results of the final test showed that there were significant differences between the experimental class and the control class.It can be seen that the strategies proposed in this paper are beneficial to the improvement of students' academic performance and promote the formation of students' concept of life.