Research On The Permeation Of Life Education In Biology Teaching Of Junior Middle School

In recent years,the incidents that teenagers don’t value their lives happen frequently.The suicide rate of teenagers increases year by year.There are some psychological problems in some teenagers.They don’t understand themselves and others correctly.In serious cases,crimes with bad effects may occur.This not only reflects the lack of life education in the process of education,but also brings some negative effects to the family and society.The frequent occurrence of such social problems shows that the problem of insufficient development of life education needs to be solved.In the traditional education mode,more attention is paid to the embodiment of students’ academic performance,and the purpose of life education is to cultivate students’ experience of life,and promote students to become all-round development.Biology has certain subject advantages in the process of implementing life education,so this paper will explore how to infiltrate life education in teaching based on junior high school biology teaching practice.In this paper,life education is divided into six parts: basic life education,life health education,life safety education,death education,mental health education and Thanksgiving life education.The methods of literature research,questionnaire survey,educational experiment and interview were used.Based on the theory of life education,this paper uses the form of questionnaire survey to investigate the specific situation of life consciousness of students in Grade 7 and grade 8 of five junior middle schools in the author’s teaching area.The survey results are summarized,sorted out,counted and analyzed.It is found that the penetration of life education in junior middle schools is not optimistic.Based on the characteristics of students and teaching practice,this paper explores the curriculum suitable for life education in junior high school biology textbooks of PEP,determines the link of life education in teaching,carries out life concept education practice in junior high school biology classroom teaching for one year,and carries out post-test with the same questionnaire to compare the effect of junior high school students before and after the implementation of life education,SPSS software was used to analyze the data,and paired t test was used to study the difference of the survey data.The results showed that 17 of the 18 groups of paired data showed significant differences(P < 0.05),indicating the feasibility and effectiveness of life education in junior high school biology teaching.At the same time,the interview outline is used to interview students to verify the effectiveness of life education.This paper summarizes the penetration measures of life education in junior high school biology teaching.In the process of teaching,life education is infiltrated silently.Students can form the most basic sense of life,attach importance to health,face death squarely,learn to be grateful,form an optimistic attitude,face life positively,and promote the comprehensive and harmonious development of students.