The Application Research Of Situation Creation In Cultivating High School Students' Life Concept

With the promulgation and implementation of the “General High School Biology Curriculum Standards(2017 Edition)”,core literacy has become an important concept of biology classroom teaching reform in China.The new curriculum standard points out that the core quality of biology includes the concept of life,scientific thinking,scientific inquiry and social responsibility.Because of its unique characteristics of biology,the concept of life has become the symbol and key of the core quality of biology.Therefore,how to guide students to deeply understand the connotation of the concept of life and gradually establish the concept of life has become an urgent problem in biology teaching.The construction of the concept of life needs to rely on the learning of conceptual knowledge,and the generation of knowledge is situational.It is necessary to create an appropriate situation to root the knowledge in the situation,so that students can understand the concept in the process of experiencing the formation of knowledge,and then establish the concept of life.Therefore,the purpose of this study is to create an effective teaching situation to help students develop the concept of life in the process of participating in situational activities.The specific research contents and methods are as follows:Firstly,I analyze the connotation of the concept of life through literature research method,deeply understand the current situation of situational teaching,clarify the relationship between the cultivation of the concept of life and the creation of situations,and illustrate the importance of the creation of situations to the construction of the concept of life;secondly,combined with literature research,I put forward the strategies of the creation of biological teaching situations based on the construction of the concept of life;then analyze the concept of structure and function and the concept of matter and energy contained in the “Molecule and Cell” module,and apply the strategy of situation creation to the module's teaching design;Finally,I apply the above-mentioned research teaching design to teaching practice to test the teaching effect of the situational strategies on the cultivation of life concepts.Then conduct data processing and analysis on the pre-test and post-test scores of the tested students in teaching practice,draw conclusions,and propose some establishments and references for future life concept teaching.After the above research and practice process,the main research results of this study are as follows: firstly,I deeply analyzed the connotation of life concept and revealed the importance of situation creation for the development of life concept literacy.Secondly,deeply explored and analyzed the structure and function concept and material and energy concept contained in the "Molecule and Cell" module: the concept of structure and function is analyzed from the three macromolecular substances of nucleic acid,carbohydrate and protein and the cell membrane,organelle and nucleus at the cell level;the concept of matter and energy is analyzed from the intracellular energy substances,transmembrane transport of substances and intracellular material and energy transformation.Finally,by using the situation creation strategies,the situation is integrated into the life concept teaching.After the teaching practice,compared with the control class,the experimental class students' life concept level has been greatly improved,especially the understanding of structure and function concept and material and energy concept is more profound,because the situation creation strategy explored in this study is effective,which is conducive to the cultivation of classroom life concept.