Design And Practice Of Osmotic Disease Prevention Education In High School Biology

The COVID-19 pandemic in 2020 shows the importance of disease prevention education.Therefore,it is necessary to strengthen the penetration of disease prevention knowledge in all levels of schools,especially by incorporating disease prevention concepts into primary and secondary education.High school biology is a good medium for disease prevention education,and by integrating disease education into biology teaching,it can enhance students’ awareness of disease prevention and promote a bottom-up enhancement of the public’s health concept in preventing diseases.The preliminary research of this study investigated the current status of disease prevention education.A student survey was conducted in four schools with comparable overall levels in Huanggang city,with a total of 407 students completing questionnaires.The survey found that some students had a high risk of illness,and there were blind spots in their disease prevention knowledge.At the same time,the students showed a high willingness to participate in disease prevention education.Teacher interviews were conducted through discussions with frontline biology teachers.The results showed that various strategies were needed to implement disease prevention education.In traditional classrooms,teaching methods such as problemdriven and situational setting should be adopted to integrate disease knowledge into biology teaching,filling the gaps in students’ knowledge.Through practical courses such as biology activity courses and social practice activities,students’ attitudes and behaviors towards disease prevention could be cultivated,and their health literacy could be improved.The practical research of the project used problem-driven teaching strategies,situational setting teaching strategies,and biology activity course strategies for teaching design,and conducted one-semester teaching practice in internship schools to detect the penetration effect of disease prevention education through questionnaires.The results of the practical research showed that disease prevention education achieved good penetration effect.Compared with the control group,the experimental group’s disease prevention knowledge score increased from 31.35 points to 67.50 points,with a highly significant difference(P<0.01).The experimental group’s disease prevention attitude score increased from 28.08 points to 34.44 points,with a highly significant difference(P<0.01).However,the formation rate of disease prevention behavior showed no significant difference between the experimental and control groups before and after the test(P=0.263).The following conclusions can be drawn from the study:(1)Incorporating disease prevention education into high school biology classes not only improves students’ health awareness and knowledge,but also helps them develop correct dietary and lifestyle habits and enhance their sense of social responsibility.Therefore,it is very important and necessary.(2)After receiving disease prevention education in the classroom,students have a deeper understanding of the relevant diseases discussed in their textbooks,indicating that disease prevention education can be achieved through high school biology classes.(3)According to the results of the questionnaire survey,when biology knowledge is linked to disease prevention,it can enhance students’ interest in biology and promote their sense of social responsibility.(4)Teaching strategies such as problem-driven instruction,situational teaching,and biological practice activities can effectively enhance the effectiveness of disease prevention education.However,the effect on cultivating students’ disease prevention behavior is not significant.Therefore,in future research,more effective strategies and methods need to be explored to improve the effectiveness of disease prevention education.