Research On The Strategy Of Cultivating High School Students’ Life Concept Based On Concept Teaching

The definition of bioscience literacy is constantly updated as biology develops.The 2017 Biology Curriculum Standards for Ordinary Senior High Schools divides the core literacy of biology into four parts:life concept,scientific thinking,scientific inquiry and social responsibility,and clearly stipulates the connotation and level division of each part.Among them,the concept of life is the symbol of the core literacy,which is the most characteristic of biology.After observing and reading a large number of biological phenomena and facts,students can sum up and summarize biological concepts.Only after they have a better understanding of biological concepts,can they further abstract and refine upward,and form the concept of life.This determines that concept teaching is a good way to cultivate the concept of life.In this paper,questionnaire survey was used to investigate the current situation of life concept cultivation in senior high school students,and the results were sorted and analyzed.The following problems were found in the cultivation of life concept in senior high school students:(1)Students do not have a clear understanding of the concept of life and do not realize that the concept of life is one of the core qualities that senior high school students need to cultivate,and the existing level of the concept of life is not high,there is a large space for improvement;(2)Teachers attach importance to concept teaching in practical teaching,but do not pay attention to the cultivation of life concept,and do not guide students to further form the concept of life on the basis of constructing the concept;(3)The teaching methods and evaluation methods are relatively simple,and the students’ subjectivity is not prominent.In view of the above existing problems,the author studied the training requirements and implementation suggestions of the new curriculum standard for the concept of life,and finally decided to adopt the "five-structure concept" teaching method as the way to cultivate the concept of life,and combined with a large number of literature on the cultivation of the concept of life and concept teaching,formulated the following training strategies:(1)Study the new curriculum standard,clarify the new requirements of the new college entrance examination for teaching,and design teaching objectives and teaching process;(2)Decompose the secondary concepts corresponding to each section into more detailed specific concepts,analyze the content of specific concepts,and find the penetration point of the concept of life;(3)Design concept teaching,use situational teaching,model building,concept map,history of science and other teaching strategies,through the initial construction,reconstruction,construction,construction of four steps to complete the construction of the concept,on this basis to guide students to form the concept of life;(4)Teaching evaluation should include formative evaluation and summative evaluation,and the evaluation methods should be as diversified as possible to promote the development of life concept.The training strategies to develop it into a case was applied to teaching practice,and according to the curriculum idea level division standard of life writing life concept level test,and then through the way of paper and pencil tests of the cultivation of the concept of life test results,finally verifies the concept of life cultivation strategies based on the concept of teaching can effectively improve high school students the concept of life.This study enriches the case of life concept cultivation based on concept teaching,hoping to provide some references for researchers and front-line teachers.