Investigation And Case Analysis Of Curriculum Ideological And Political Integration Into Junior High School Biology Teaching

From Liang Qichao’s "simultaneous development of three educations",to Wang Guowei’s "four-dimensional integration",to Cai Yuanpei’s "simultaneous development of five educations",and the current teaching concept of "course ideology and politics" proposed by General Secretary Xi Jinping,all emphasize the importance of moral education As the most fundamental task of education,establishing morality and cultivating people requires educators to pay attention to students’ ideological and political education all the time,and to run ideological and political education into all stages and links of teaching,so as to cultivate the morality required by the country.Constructive talents with all-round development of intellectual,physical,aesthetic and labor,and practicing the ideological and political teaching concept of courses is an important way to achieve this goal.The practice of curriculum ideological and political concepts was first carried out in colleges and universities.For older students,middle school students are more malleable.In order to promote the curriculum ideological and political teaching concept in middle schools,it will arouse and strengthen the attention of middle school educators to middle school curriculum ideology and politics,let biology teachers keep in mind the teaching concept of ideological and political education,and let students experience the infinite charm of biology.The students of the first and second grades conducted surveys for the survey objects,and based on the survey results,they put forward targeted countermeasures from the school and teachers,and helped teachers establish the teaching concept of ideological and political teaching,providing a variety of teaching methods,and using " The section "The Biosphere is the Largest Ecosystem" has carried out a case analysis,which has achieved the smooth integration of ideological and political education into biology teaching,truly achieved the effect of teaching and educating people,and provided a reference for front-line teachers.The author conducts research through the following three aspects:Firstly,through the interview method and the questionnaire method,the current situation of the integration of local curriculum ideology and politics into junior high school biology was investigated from the perspectives of school teaching managers,teachers and students.The survey results show that only one teaching manager in the four schools has one.After understanding the teaching concept of curriculum ideology and politics,the author briefly introduced the connotation of curriculum ideology and politics in middle school.I have some understanding of ideology and politics.Most biology teachers have a positive attitude towards ideological and moral education for students through biology teaching.However,due to limited teaching time and ideological and political resources,the practice of ideological and political teaching concepts in courses will appear.Difficulty;96.09% of students believe that biology is suitable for ideological and moral education,and almost all students are willing to participate in activities related to ideological and political education.Secondly,in response to the problems presented in the survey results,it proposes countermeasures to strengthen the practice of curriculum ideology and politics in middle schools from the perspectives of schools and teachers.In terms of schools: first,strengthen the attention to educational trends;second,improve the training mechanism of curriculum ideology and politics;third,improve the evaluation system of curriculum ideology and politics.Teachers: first,innovate teaching methods and explore the penetration method of ideological and political education;second,improve their own ideological and political literacy and enhance ideological and political awareness;third,dig deep into ideological and political content.Referring to existing scholars’ research on ideological and political content related to biology in middle school,the author summarizes six dimensions of ideological and political content for the Lujiao version of junior high school biology textbooks,namely patriotism,social responsibility,scientific attitude,dialectical thinking,life awareness and Correct three outlooks(world outlook,outlook on life,values),and through studying the four biology textbooks of the Lujiao version of the first and second grades,to explore the relevant ideological and political elements,and provide a reference for the front-line biology teachers.Finally,the author took advantage of the ideological and political teaching of the 19 th grade during the internship,and selected the section "The Biosphere is the Largest Ecosystem" to carry out a case analysis.This course involves three ideological and political entry points.They are life awareness,social responsibility,and resource conservation.After this lesson,two open-ended questions are used to examine the ideological and political level of the students in class 9,and they are compared with class 10 of the control class(another class led by the author).In comparison,there is a significant gap in the responses of the students in the two classes,and the ninth class also won the first place in the final exam with excellent results.Therefore,it is concluded that the integration of curriculum ideology and politics into biology teaching can not only improve students’ comprehensive quality,but also improve students’ comprehensive quality.Improve students’ interest in learning,which in turn is of great help to students’ grades.